Teachers' knowledge, attitude and Practice of cooperative learning; the case of alamata town administration second cycle primary sciools
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Date
2013-06
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Addis Ababa Universty
Abstract
The purpose of this study was to describe the knowledge, attitude and practice of
teachers towards cooperative learning. The study was conducted in A lamata
Town Administration second cycle primary schools. In the town there are jive
elementmy schools. The researcher selected three schools through simple random
sampling technique. Questionnaire, interview and observation were used to
gather data. Participants of the study were teachers, students, supervisor and
principals. Available sampling was lIsed for teachers, supervisor and principals.
Regarding selection of students' simple random sampling technique was
employed. Accordingly, 30 teachers, J supervisor, 212 students and 3 principals
were included as respondents of the study. Regarding to the method of research
employed, the researcher used descriptive survey. This was due to the fact that
descriptive survey method was more appropriate to collect adequate information
Fom various participants. On the top of this, both qualitative and quantitative
analysis techniques was employed. The study revealed that teachers did not know
what cooperative learning really is. However, it was found that teachers seem to
have a Jctvorable attitude towards cooperative learning, though they did not
properly practice it in classroom instructions. It was also found that teachers in
the study lack the necessmy skills for implementing cooperative learning
methodology. Seating arrangement and back ground of classrooms being
observed was also found to be not suitable for practicing cooperative learning.
Finally, based on the above jindings, some recommendations have been
forwarded. These are; adequate training lime should be devoted to acquaint
teachers with how and when to effectively implement cooperative learning in
classroom instructions. It has also been recommended that for the cooperative
group learning to be more likely to work in the classroom, teachers ' should get
access to long term support and learn Fom one another. This long term support
can be through mentors, peer coaching and sharing ideas.
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Education