The Effect of Cooperative Learning on Grade 12 Learners' Performance in Projectile Motions, South Africa

Autor/inn/en	Kibirige, Israel; Lehong, Moyahabo Jeridah
Titel	The Effect of Cooperative Learning on Grade 12 Learners' Performance in Projectile Motions, South Africa
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 9, S.2543-2556 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; Teaching Methods; Grade 12; Cooperative Learning; Motion; Science Instruction; Quasiexperimental Design; Control Groups; Conventional Instruction; Pretests Posttests; Statistical Analysis; Instructional Effectiveness; Physical Sciences; Questionnaires; Nonparametric Statistics; High Schools; South Africa + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; School year 12; 12. Schuljahr; Schuljahr 12; Kooperatives Lernen; Bewegungsablauf; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Statistische Analyse; Unterrichtserfolg; Natural sciences; Naturwissenschaften; Naturwissenschaft; Fragebogen; High school; Oberschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The study explored the effect of cooperative learning on Grade 12 learners' performance in projectile motions. A quasi-experimental research design with non-equivalent control group was used. Two schools were purposively selected from Maleboho Central circuit in South Africa based on their performance in Physical Sciences Grade 12 results of 2011. The sample consisted of 49 learners from two schools. School A was used as the Experimental Group (EG) and was taught using cooperative learning technique while school B was the Control Group (CG) taught using traditional teaching methods. Pre- and post-tests were used to collect data. Data were analysed using descriptive statistics: arithmetic means and standard deviations; and inferential statistics: independent student t-test, Analysis of Covariance (ANCOVA) and Cohen's d. Results show that EG outperformed the CG suggesting that cooperative learning technique enhanced learners' performance more than the traditional talk-and-chalk teaching approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01