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Can collaborative learning improve the effectiveness of worked examples in learning mathematics?

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Can collaborative learning improve the effectiveness of worked examples in learning mathematics?

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Source: Peer-Reviewed
Abstract: The goal of this study was to investigate the effectiveness of collaborative learning compared with individual learning. Another goal was to compare interactions between studying individually or collaboratively. Three hypotheses were given including enhancing work examples with collaborative learning, increasing the effectiveness of collaborative learning by task complexity, and it would be more of an advantage to study worked examples than traditional problem solving. The study involved 82 students from six year seven math classes.
Findings: Hypothesis one was found to have no support by any evidence and was rejected. Hypothesis 2 found that collaborative learning was not superior to individual learning on complex tasks and was also rejected. In hypothesis three, it was found that worked examples did have an advantage to traditional problem solving.
APA Citation: Retnowati, E., Ayres, P., & Sweller, J. (2017). Can collaborative learning improve the effectiveness of worked examples in learning mathematics?. Journal Of Educational Psychology, 109(5), 666-679.
https://goo.gl/ZoYryx

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Integration of collaborative learning in Grade K-5 EFL classrooms

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Integration of collaborative learning in Grade K-5 EFL classrooms

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Source: Peer-Reviewed
Abstract: This study took place in a 5th grade EFL classroom. The participants were 12 females and 11 males. Pretests, post-tests, diary entries, and observations were used to collect data. The research questions had to do with the perceptions of the students and teachers of moving to collaborative learning, the extent of its effectiveness, and the extent of its impact of its proficiency of the EFL students.
Findings: 93.47% of students stayed on task, 85.86% listened to the ideas of others, 79.34% participated in the group conversations, 79.34% encouraged others, and 84.78% showed positive attitudes towards collaborating with others. It was also found that more attention should be paid to the selection of the groups.
APA Citation: Shahamat, A. and Mede, E. (2015). Integration of collaborative learning in grade K-5 EFL classrooms. Education 3-13, 44(6), pp.682-697.
http://www.tandfonline.com.ezproxy.una.edu/doi/pdf/10.1080/03004279.2014.1002516?needAccess=true

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A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level

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A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level

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Source: Peer-Reviewed
Abstract: This study of 120 randomly selected fifth grade students students examined the difference between cooperative learning and traditional learning.  The study was semi-experimental and used a 40 item exam to measure learning and a 25 item questionnaire to measure satisfaction. Validity was confirmed by asking members of the board of education and science professors to examine the content of the items.  The three research hypotheses included that there is a difference in learning between the two methods, there is a difference in student satisfaction between the two methods, and gender was important in the effect of the teaching methods.
Findings: The Researchers found that there was a significant difference in learning. After taking the exam, the average of the points of the students’ using the cooperative learning method was significantly higher compared to the traditional method.  The satisfaction of students in the cooperative learning  method is higher compared to students who are taught by the traditional method.  The study showed that there is a higher level of learning among girls, but in both teaching methods.
APA Citation:  Mohammadjani, F. and Tonkaboni, F. (2015). A comparison between the effect of cooperative learning teaching method and lecture teaching method on students’ learning and satisfaction level. International Education Studies, 8(9).
https://files.eric.ed.gov/fulltext/EJ1074093.pdf

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The “Why” and “How” of Brain-Based Learning Techniques

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The “Why” and “How” of Brain-Based Learning Techniques

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Source: Practitioner
Abstract: This article gives different techniques that can be used to aid in the digestion of information by students.  The techniques include taking brain breaks, making time for social and emotional learning, and teaching smaller chunks of information.
Findings: Brain breaks should be used due to research showing that movement and exercise primes the brain for learning.  Social and Emotional learning should be used due to their ability to boost test scores up to 11%.  This article mentions that social and emotional learning should be integrated among other subjects.  Teachers should teach smaller chunks because the brain best processes smaller bits of information.
APA Citation: Staff, E. (2017). Brain-based learning techniques for class. [online] Edudemic.com. Available at: http://www.edudemic.com/brain-based-learning-techniques-classroom/

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Source: Practitioner
Abstract: This article examines the key factors needed to make cooperative learning work successfully in the classroom. It also places a significant emphasis on reflecting.
Findings: In order for cooperative learning to work successfully, teachers must be clear in their their expectations of learning tasks and social/emotional tasks. The size of the student groups, as well as the student characteristics, are informed by the goals.  Students should have the opportunity to help each other be successful.  Students are given clear explanations and are responsible for their share of the work.  Students discuss the SEL skills that will help them be successful. The students reflect on what was successful, what didn't work, and what might be the goals for the next lesson.
APA Citation: Surin, L. (2017). Cooperative education: Making it work. [online] Edutopia. Available at: https://www.edutopia.org/makingitwork

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Research Spotlight on Cooperative Learning

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Research Spotlight on Cooperative Learning

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Source: Popular
Abstract: This article gives an overview and the benefits of  cooperative learning.  This article provides excellent background information on what cooperative learning is and provides links to other articles about cooperative learning.
Findings: This article states that cooperation should be used more frequently than other instructional methods.  By using cooperative learning, achievement is greater, there are better relationships, there is more productivity, and self esteem is improved.  Cooperative learning actively engages students.
APA Citation: NEA. (2017). Research spotlight on cooperative learning. [online] Available at: http://www.nea.org/tools/16870.htm

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Cooperative Learning Fits into the Calculation

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Cooperative Learning Fits into the Calculation

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Source: Practitioner
Abstract: In the Anchorage School District, students come from diverse backgrounds and bring their experiences and difficulties with them to school. Not all of these students are able to communicate and share ideas effectively with one another. Chris Opitz, shares ideas on how to integrate SEL standards into math class.
Findings: The author states the realization that teachers feel overburdened with the content standards. He has provided a series of attached lesson plans that incorporate the SEL standards into the content standards.
APA Citation: Opitz, C. (2017). Cooperative learning fits into the calculation. [online] Edutopia. Available at: https://www.edutopia.org/math-social-activity-sel

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Source: Popular
Abstract: This website gives alternatives to the think-pair-share method of cooperative learning. Think-pair-share is widely used, but these alternatives bring structured discussions to be used in the classroom to keep students on task.
Findings: These alternatives include mingle-share-pair in which students are able to get up and move to stimulate their brains. When using sticky note storm, students aren't verbal with their sharing. They compile as many answers as possible on sticky notes within the allotted time.  In the sage and scribe method one student takes on the role of the teacher while the other student takes on the role of the attentive teacher.
APA Citation: Mulvahill, E. (2017). 10 fun alternatives to think-pair-share. [online] WeAreTeachers. Available at: https://www.weareteachers.com/5-fun-alternatives-to-think-pair-share/

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Source: Popular
Abstract: This website provides and overview of how to implement the Jigsaw method of cooperative learning into the classroom.  It gives the ten steps necessary as well as tips for implementation.
Findings: Students should be divided into groups of 5 or 6 students.  Each group should have a leader.  The day's lesson should be broken up into 5 or 6 segments. Each student should be assigned one segment of the lesson.  Students should be given time to familiarize themselves with the information.  "Expert groups" should be formed by the students who were assigned the same information.  The original groups will again meet, this time with the students presenting the information.  A quiz can be given at the end.
APA Citation: Jigsaw.org. (2017). The jigsaw classroom. [online] Available at: http://www.jigsaw.org