The Nexus between Diversity Management and Cooperative Learning in Technical and Vocational Education and Training Institutions of Southwest Ethiopia People’s Region
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Date
2024-05
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Addis Ababa University
Abstract
In a healthy interactive classroom situation managing ethnically, linguistically and religiously
diverse learners work better with the implementation of cooperative learning. This study
investigated the relationship between students’ diversity management and cooperative learning
applications in Technical and Vocational Colleges in Southwest Ethiopia. A mixed research
methodology, specifically a sequential explanatory mixed methods design, was employed to
carry out the research investigation. The empirical data were collected from 458 trainees, 181
trainers, and 20 educational officials using questionnaires and in-depth interviews respectively.
Two standardized questionnaires, such as the students’ diversity management questionnaire and
the Cooperative Learning Application Scale (CLAS), were adapted (modified) and administered
to collect data. The quantitative data was analyzed by using both descriptive and inferential
statistics. The inferential statistics were employed by using IBM SPSS Amos 23 and descriptive
statistics by using SPSS version 23. The qualitative data was analyzed by using the narrative
analysis method. It was found that trainees have more positive perceptions of students' diversity
management in the application of cooperative learning than do trainers. The implementation of
cooperative learning was found to be highly influenced by student diversity management. The
results of the study also revealed that students’ diversity management significantly predicted
cooperative learning application (b = .668, t (639) = 26.315, p < .001). Students’ diversity
management also explained a significant proportion (52.10%) of variance in cooperative learning
application, R2 = .521, F (1, 635) = 692.502, p < .001. Cross group interaction has a mediating
role between student diversity management and cooperative learning. In conclusion, escalating
the effectiveness of student diversity management increases the effectiveness of the implementation of cooperative learning by enhancing cross-group interaction. When cross-group
interaction is cooperative, it maximizes learning outcomes, enhances academic accomplishment,
and develops interpersonal communication skills. The researcher recommends a future study be
conducted on the direct effect of student diversity management on cross group interaction.
Keywords: diversity management, cross-group interaction, cooperative learning, perception,
mediation, direct effect, indirect effect
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Keywords
diversity management, cross-group interaction, cooperative learning, perception, mediation, direct effect, indirect effect