Teachers’ Knowledge, Attitude and Practice of Cooperative Learning: The Case of Alamata Town Administration Second Cycle Primary Schools

Yayo, Berhanu (2013) Teachers’ Knowledge, Attitude and Practice of Cooperative Learning: The Case of Alamata Town Administration Second Cycle Primary Schools. Masters thesis, Addis Ababa University.

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Abstract

The purpose of this study was to describe the knowledge, attitude and practice of teachers towards cooperative learning. The study was conducted in Alamata Town Administration second cycle primary schools. In the town there are five elementary schools. The researcher selected three schools through simple random sampling technique. Questionnaire, interview and observation were used to gather data. Participants of the study were teachers, students, supervisor and principals. Available sampling was used for teachers, supervisor and principals. Regarding selection of students’ simple random sampling technique was employed. Accordingly, 30 teachers, 1 supervisor, 212 students and 3 principals were included as respondents of the study. Regarding to the method of research employed, the researcher used descriptive survey. This was due to the fact that descriptive survey method was more appropriate to collect adequate information from various participants. On the top of this, both qualitative and quantitative analysis techniques was employed. The study revealed that teachers did not know what cooperative learning really is. However, it was found that teachers seem to have a favourable attitude towards cooperative learning, though they did not properly practice it in classroom instructions. It was also found that teachers in the study lack the necessary skills for implementing cooperative learning methodology. Seating arrangement and back ground of classrooms being observed was also found to be not suitable for practicing cooperative learning. Finally, based on the above findings, some recommendations have been forwarded. These are; adequate training time should be devoted to acquaint teachers with how and when to effectively implement cooperative learning in classroom instructions. It has also been recommended that for the cooperative group learning to be more likely to work in the classroom, teachers’ should get access to long term support and learn from one another. This long term support can be through mentors, peer coaching and sharing ideas.

Item Type:	Thesis (Masters)
Subjects:	L Education > L Education (General)
Divisions:	Africana
Depositing User:	Kabiru Wallace Ndung'u
Date Deposited:	22 Aug 2019 10:53
Last Modified:	22 Aug 2019 10:53
URI:	http://thesisbank.jhia.ac.ke/id/eprint/9474

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