Assessing Opportunities and Challenges of Implementing Cooperative Learning in English Language Classroom: Checho and Mugunja Secondary Schools in focus
| dc.contributor.advisor | Badima Belay | |
| dc.contributor.author | Tsegaye Abebe | |
| dc.date.accessioned | 2024-10-03T08:59:24Z | |
| dc.date.available | 2024-10-03T08:59:24Z | |
| dc.date.issued | 2024-07 | |
| dc.description.abstract | This research project aimed to investigate the challenges, the practices and the role of using cooperative learning to enhance academic success in English classes. Specifically, it is planned to examine the challenges of practicing cooperative learning; to investigate the extent of practicing cooperative learning in English Language classes; to examine the effects of cooperative learning in developing students’ academic success in two secondary schools. The populations of this study were Checho and Mugunja Secondary schools’ students and English teachers. In order to select sample, the researcher used random sampling; and from random sampling, simple random sampling. And from the two schools 20(twenty) teachers and 200(two hundred) students were selected. In order to get adequate information about the practices and the challenges that encountered the effective implementation of CL in classroom lesson, the researcher used two types of data collecting instruments, namely: questionnaire and interview. In order to analyze the data which were collected using questionnaire, descriptive statistics (mean and standard deviation) was employed. Close-ended questionnaire were analyzed quantitatively. The data collected through open ended questionnaires and interview were analyzed qualitatively. All the data which were collected through the selected tools were analyzed for triangulation. Hence, the findings were: teachers seem to have a clear knowledge about cooperative learning; and teachers have positive attitude in each school in the implementation of CL in their classroom interaction. The major challenges for implementing CL effectively were some of the students’ attitude towards organizing and implementing of CL in their assigned group, because of constraints of time; and majority of teachers to cover lesson contents in the allotted time. The Students did not take responsibility for their own learning and they did not share knowledge, skills and experience to each other; students’ interest, belief and commitment also affecting the implementation of CL in schools. In sum from the result of the table, the information from questionnaire and interview, we can conclude that the implementation/practice of cooperative learning in selected schools is low | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/3498 | |
| dc.language.iso | English | |
| dc.publisher | Addis Ababa University | |
| dc.title | Assessing Opportunities and Challenges of Implementing Cooperative Learning in English Language Classroom: Checho and Mugunja Secondary Schools in focus | |
| dc.type | Thesis |