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COOPERATIVE LEARNING, ACADEMIC, AND SOCIAL GAIN: A STUDY OF MEDIATING ROLE OF TEACHER’S FEEDBACK
Corresponding Author(s) : Lubna Oad
Humanities & Social Sciences Reviews,
Vol. 9 No. 3 (2021): May
Purpose: The study aimed to investigate the scope of cooperative learning (CL) as an alternate of traditional teaching methods in Pakistani classrooms and to examine the direct and indirect relationship between CL and social & academic gains through teacher feedback. The study also intended to survey students' opinions regarding the usefulness of the CL approach and to identify challenges that hindered its implementation at the tertiary level.
Methodology: This study was a cross-sectional and mixed-method (Concurrent Dominant Status (Quan+qual) research design). Qualitative data was collected through Focus Group Discussion (FGD) technique, while quantitative data was collected through a questionnaire. Data were analyzed with the help of mediation analysis using bootstrapping approach.
Results: Findings of Quantitative data analysis proved the significance of Cooperative Learning in terms of academic and social gains. Teachers` feedback had a significant mediating effect on the quality of students` group work. Qualitative data analysis revealed that students had a positive attitude towards the CL approach; however, students had few concerns regarding the group size, time, cohesion, etc. The study proposed using the CL method and teachers` feedback regularly during group assignments to improve students` academic and social gains.
Application of this Study: The findings of the study promote the implementation and use of cooperative learning at the tertiary level in different subjects to increase students` academic gain and social adjustment. As Pakistan is situated in East Asia so in Pakistani teachers should adopt this teaching methodology which supports collectivism rather than individualism.
The novelty of this study: The current study was unique by methodology as well as variables. The researcher adopted a mixed-method concurrent with Dominant Status (Quan+qual) research design. Researchers used teacher feedback as a mediating variable to assess CL's effect on learners' academic gains. Data was collected in three interims during the semester, and group assignments were given to students to intervene feedback with the CL.
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