Collaborative Learning Practices by Gender: A Case of a Community School in Nepal

Autor/inn/en	Acharya, Kamal Prasad; Acharya, Milan; Shrestha, Madhav Kumar
Titel	Collaborative Learning Practices by Gender: A Case of a Community School in Nepal
Quelle	In: International Education Studies, 13 (2020) 4, S.75-83 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Cooperative Learning; Gender Differences; Community Schools; Foreign Countries; Science Education; Health Education; Instructional Effectiveness; Scaffolding (Teaching Technique); Grade 5; Grade 6; Grade 7; Group Dynamics; Learning Activities; Middle School Students; Nepal + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Geschlechterkonflikt; Community school; ; Gemeindeschule; Gemeinschaftsschule; Ausland; Naturwissenschaftliche Bildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Unterrichtserfolg; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Gruppendynamik; Lernaktivität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study explores the situation of basic level community school boy and girl students' science and health learning through collaborative culture. Fifth, sixth and seventh-grade students (both boys and girls) took part in this study. As per the aim of this study, a set of questionnaire was developed and administered to the sampled students. Two hundred and fifty-eight students were selected from the sampled school using the census sampling technique. All the students were involved in collaborative learning activities such as building trust and open communication, establishing group interaction, respect diversity and sharing creative ideas based on the basic level science and health curriculum aiming at promoting inquiry learning through collaboration. A quantitative analysis involving the use of the Chi-square test at 0.05 level of significance, Likelihood ratio and Somer's symmetric was conducted to see the association between the variables. The results showed that science and health collaborative learning activities by gender were not associated significantly. There was no statistically significant difference ([alpha]=0.05) between the variables studied. The findings showed a weak association with gender and collaborative science and health learning activities in the classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01