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Chapter II THEORETICAL FRAMEWORK

This chapter presents the relevant theories, related literatures and studies, the conceptual framework, the hypothesis of the study and the definition of the various terms used in the study.

Relevant Theories Social Constructivism Lev SemeonovichVygotsky, Bee and Boyd (2008) noted that culture affects the course of ones development. For Vygotsky, cognitive development is a social process. He mentioned that cognitive development is shaped by the sociocultural contexts in which it occurs also, he argued that cognitive development grows from our over interactions with the other members of our culture he believed that complex forms of thinking have their origins in social interaction. Constructivism has been recognized as a philosophy that promotes thoughtful learning in the classroom. It is a theory that describes how we learn to construct our experiences through interactions in the environment. Multiple Intelligences Multiple Intelligence Theory of Howard Gardner (1983) , has helped broader educators review on what constitutes intelligence and how to help students to develop their intelligence. Many cooperative learning techniques focus on group functioning one of these is talking chips (Kagan,1994) which is designed to encourage all group members to speaker and develop students awareness of the issue of equal participation. Review of Related Literature This chapter will address three aspects of the study. The first section is the cooperative learning. The second section is the effects of cooperative learning to the cognitive development of the students. The last section is the problems encountered in cooperative learning. Cooperative Learning Cooperative learning has emerged as a new approach to classroom instruction. It involves a number of people working to complete an assigned task (Towns and Grant, 2010). Cooperative learning is a philosophy that gives teachers and students the skills to work effectively in teams, large or small (Jongste,2009). This is a very wide definition of cooperative learning.

According to Kennesaw (2009), cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn thus creating an atmosphere of achievement. Student work though the assignment until all group members successfully understand and complete it. Cooperative learning may be simply defined as students working together in small groups (Lumpe2009) to maximize their own and each others learning (Johnson & Johnson,2008). Cooperative learning is structured, systematic instructional strategy in which small groups work together to produce a common product (Cooper, 2008). Panitz (2006) define more specifically that cooperative learning as a motivational strategy includes all learning situations in which students work in groups to accomplish particular learning objectives and in which they are interdependent for successful completion of the objective. This is similar with Chang (2006) definition that is cooperative learning is a teaching strategy in which students work together in heterogeneous groups (Watson and Marshall, 2006) and use a number of activities to achieve academic objectives and improve their understanding of subject matters.Cooperative learning also encourages students to engage in the type of discourse about concepts and problem solving that moves them toward more meaningful learning strategies.

Marilyn Watson and Daniel Solomon (2005) noted that the child development program approach to cooperative learning is based on constructivist learning assumptions and goals and assigns a central role to the intrinsic motivation of students. In these respects it is similar to the approaches of the (Sharan and Sharan 2005) and to collaborative approaches to small group learning (Barness and Ford 2005.) CDP Cooperative learning differs from these however in that it makes more direct and deliberate efforts to influence students social and ethical development as well.

Effects of Cooperative Learning According to Towns and Grant (2007) they discussed that cooperative learning activities discovered that the sharing of insights and ideas between students leads to the development of interpersonal and communication skills. In 2005, Johnson and Johnson, discussed that there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individual. The shared learning gives students an opportunity to engage in discussion take responsibility for their own learning and thus become critical thinkers.

Work teams are heart of the team based organizational structure and cooperative learning are the primary work team. Research validated outcomes include increased student achievement more positive relationship among students and enhanced student psychological well- being. In 2004 Felder noted that there are several reasons why cooperative learning works as well as it does. Weak students working individually are likely to give up when they get stuck; working cooperatively, they keep going. Strong students faced with the task of explaining and clarifying material to weaker students often find gaps in their own understanding and fill them in. Students working alone may tend to delay completing assignment or skip them altogether, but when they know that others are counting on them, they are often driven to do the work in a timely manner. According to Smith and Waller (2004) they discussed that cooperation is working together to accomplish shared goals. Within cooperative activities individuals seek outcomes that are beneficial to themselves and beneficial toall other group members. Cooperative learning is the instructional use of small groups so that studentswork together to maximize their own and each others learning. Cooperative learning in college classes involve small groups of students working together to achieve the common goal ofmaximizing their own and each others learning. In 2004 McDermott reported that the students working with a group entails thinking. Thinking group means focusing on the group as a whole considering everything that happens in terms of the group context (also the wider context in which it is embedded social, political, organizational) because this is where meaning is manifest. She continues in advocating for the group worker to keep in mind that, while groups are comprised of individuals, at the same time their coming together may enable the expression of powerful forces reinforcing as sense of commonality and solidarity. These are the building blocks for the development of trust. Trust and its counterpart reciprocity among members, may establish the bonds which serve to enable members to achieve their common goals. The capacity to think group is the single most important contribution that group workers can bring to their practice. They need to avoid working with individuals in the setting of the group, but rather see individual growth and development as something that emerges out of group interaction and group life. According to Dorado (2003) reported that cooperative learning sees the development of an individual in reference to his group completion of a task; it also takes into account the collective performance of the group. Seeing both of these the groups are rewarded according to how much all the group members learned. There is a growing interest in the cooperative learning techniques in college courses, some inscience and engineering (Kogut,1997). Johnson and Johnson both in surveys of theliterature and in their own studies, determined that under most conditions groups aremore productive than individual. In 2002 Herreid and Freeman noted that cooperative learning promoted higher individual knowledge than competitive andindividualistic learning, whether the tasks required verbal, mathematical or physicalskills. The retention knowledge was greater.

According to Trooper & Fall (2002) noted that cooperative learning offers many benefits. For students, aside from improving their academic grades, cooperative learning enhances students enthusiasm for learning and their determination to achieve academic success. It havebeen shown to increase achievement of students of all ability levels in reading, writing, mathematics computation and application, comprehension, critical thinking and physical education. According to Olrich (2001) he viewed that cooperative learning has been shown to improve interpersonal relations and strengthen conflict resolution skills. It improves students emotional well - being, self - esteem, coping skills and attitudes towards school works. Students engaged in cooperative learning experience have been able to identify an increase in their own knowledge and self-esteem, trust of peers, problem solving and communication skills. In 2001 Orstein divided that students into small groups sworn to provide an opportunity for students to became more actively engaged in learning and for teachers to monitor student progress better between five to eight student seen to be an optional member to ensure successful small group activity .Example of group instruction are brainstorming ,cooperative learning boozy group, group debate nominal group technology and peer tutoring cooperative learning is a set of instructional methods in which the students work in small missed ability working groups. It involves the constructional use of small groups so that the students work together to maximize their own and each others learning. According to Miller and Peterson (2003) noted that cooperative learning is important because it appears to promise positive effects for students in increased academic achievement and improved social attitudes and behavior. In 2000 Herman defined that helping group members perceive the importance of working together and interacting in helpful ways. This can be accomplished by incorporating five basic elements into a small group experiences. Ultimately these elements become tools for solving problems associated with group work. (1). Positive Interdependence (2).Individual Accountability (3). Face to face interaction (4). Social Skills (5).Processing. This basic element of cooperative learning can be considered essential to all interactive methods. Student groups are small usually consisting of two to six members. Groups are heterogeneous with respect to student characteristics. Group members share the various notes and are interdependent in achieving the group learning goal. While the academic task in primary importance of maintaining group health and harmony and respecting individual views. In 2000Kagan stated that there are some advantages and disadvantages of cooperative learning starting with academic achievements has been increased among those who haveused cooperative learning. Cooperative learning also builds an ethic relation among students creating mutual understanding with them. Cooperative learning also increases ones self esteem, social skills and study skills. If teachers student empathy and builds social relationships. It not only makes a students like the school, class, lessons plan and the teacher but also teach them to more responsible, creating a sense in them that they do make a difference. Moreover in working in

groups students learn to work with and understand others who differ from themselves. It is not cooperative learning if students sit together in groups and let one person do all the work. Students need to be taught how to cooperate. Cooperative Learning encompasses a wide variety of strategies to promote academic learning through peer cooperation and communication. It implies that the students help to teach other share ideas and resources and plan cooperatively what and how to study.

Problems Encountered

In 2010 Schlechty noted that cooperative learning is not actually new in the field of teaching. This has been developed for many decades. The cooperative learning is relevant in western countries. In fact it was originally concerned to cater the divergent cultures of students living in locality. Cooperative learning is a technique of putting children in group works and assuring that children with different backgrounds and abilities have experiences in working together in productive ways. In 2010 Sharan discussed the issue regarding the constant evolution of cooperative learning as a threat plus to the fact that cooperative learning is constantly changing. There is the possibility that the teachers may become confused and lack of complete understanding of the method. Teachers implementing cooperative learning may also be challenged from students without believing that they are being held back by their slower teammates or by students who are less confident and fell that they are being ignored. According to Mercado (2009) reported that that some of the students engaged in cooperative learning become shy in sharing their own ideas in a group work. As a group some of the student expects that the other group members will do the work. In 2008 Cruz stated that working in groups is a factor of having some issues with their group mates because of this some concern arises resulting conflicts within the team and yet the cooperation will be lost. According to Lumboy (2007) discussed that the some teachers always rely on group works t avoid their teaching responsibilities. And they are not properly explaining the procedures for the given task or activity to be done by the students. According to Marasigan (2005) stated that using cooperative learning makes the environment or simply the classroom too noisy. When it comes to presentation there is a lack of space in the classroom .When they were grouped with large number of members.

In 2003 Solomon discussed the grouping by the students .Most of them are ignoring or excluding the weaker or unpopular students. To be grouped with others of the same ability level was very much appreciated but then the lower ability group may feel frustrated and unmentioned to try. Large class size also causes group arrangement difficulty.

Related Studies A study conducted by Slavin (1995) as cited by Snowman and Bienler(2003) on the students sense of self esteem , found that in eleven of fifteen for success studies cooperative learning produced biggest increase in some aspect of self esteem (general esteem, social esteem, academic esteem) than the non cooperative method with it was compared. Probably because of such features as primitive interaction and equal opportunities for success, cooperative learning has been shown to have a positive effect in motivational inducing attributions. That is, students in cooperative learning groups were more likely to attributes success to hardworking than to luck. A study on the effect of cooperative learning strategy on the achievement in mathematics of grade six pupils of Onion Elementary School. Division of Bataan was conducted by Ofelia Reyes (1999) shows, that pupil academic achievement was enhanced through the utilization of cooperative learning strategy by the teacher in mathematics. The favored strategy also made the pupils develop positive attitude towards the subject. In this findings indicated that cooperative learning is more effective teaching method over the traditional method. Bernard (2000) advocated peer resources of education that is program such as youth service, cooperative learning, peer tutoring and youth involvement the briefly reviewed the way in which research indicated that group and peer relationships contributed to a child social and cognitive development. Discussed the importance of social support to positive outcomes and detailed the many research based outcomes of group resources programs. M.C Amador (2000) revealed in her research findings on comparative study the traditional lecture method and cooperative learning approach to communication arts instruction of freshmen college students in Cagayan Capitol College that cooperative learning group had higher percentage of passing in the administered test and had lower failures than the traditional lecture groups. Furthermore student who live in urban area and who were classified with low IQ it was shows that cooperative learning is advantageous. A study by Licup (2000) entitled comparative study of cooperative Master Learning strategies and the conventional approach in the teaching of Mathematics found that in terms of cognitive, outcomes, student taught under the cooperative mastery learning strategies indicate greater academic achievements gains both on the immediate and retention tests and or lower and higher level of cognitive learning in mathematics than their peer taught under that traditional approach. In terms of affective outcomes Licup (2000) furthermore reveled that cooperative

learning groups generally manifested more academic self comfort, more positive attitudes towards mathematics, more positive affect toward school perceived their classmates as more supportive of their academic performance and had more friends and fewer non- friends than those on the non cooperative groups. Thus, it was concluded by Licup (2001) that cooperative learning strategy was superior over the conventional approach in terms of cognitive and effective outcomes. On the basis of the mentioned resources conducted, it may be concluded that generally pupils school achievement is higher in cooperative learning situation than in competitive or individualistic set up and that cooperative efforts result in more frequent learning gains and yield on higher performance tests taken individually than do competitive or individualistic efforts as promoted by conventional teaching methods.

Conceptual Framework

The conceptual framework of this study is presented in the conceptual model shown in figure 1 based on the educative insights of the above mentioned related literatures and studies. It also shows the paradigm of the study. It shows the I-P-O model which means Input- ProcessOutput.

PROCESS INPUT thE


BEED 3A students Questionnaire

OUTPUT
Cooperative learning , Effects and Problem Encountered

Figure.1

The research Paradigm Guiding the Study

The first frame which is the input comprises the selected BEED 3 A students as our subject for the study. The second frame, on the other hand is the process which is the survey test about the use, problem encountered and effectiveness of cooperative Learning in BEED 3A students. The third frame is the output which is the evaluated criteria for the result of the survey in cooperative learning.

Definition of Terms For the purpose of clarity and understanding the following terms need in this study are operationally defined: Cooperative Learning is a technique in which students work on learning activities in small groups. Respondent refers to the BEED 3A students who were experiencing cooperative learning and involved in the study. Social group work is a method of social work which helps individuals to enhance their social functioning through purposeful group experiences, and to cope more effectively with their personal, group or community problems. Teamwork is defined as joint action by a group of people, in which each person subordinates his or her individual interests and opinions to the unity and efficiency of the group.This does not mean that the individual is no longer important; however, it does mean that effective and efficient teamwork goes beyond individual accomplishments. The most effective teamwork is produced when all the individuals involved harmonize their contributions and work towards a common goal. Collaborative means working together, especially in a joint intellectual effort. Peer Cooperation is a process whereby individuals seek to increase their teaching effectiveness through the support and advice of colleagues.

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