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The effect of cooperative learning techniques on pre-service teachers' self-esteem, achievement and absences

Sefa Bulut ; Abant Izzet Baysal University, Bolu, Turkey

Puni tekst: engleski, pdf (266 KB) str. 23-41 preuzimanja: 2.312* citiraj
APA 6th Edition
Bulut, S. (2009). The effect of cooperative learning techniques on pre-service teachers' self-esteem, achievement and absences. Suvremena psihologija, 12 (1), 23-41. Preuzeto s https://hrcak.srce.hr/82655
MLA 8th Edition
Bulut, Sefa. "The effect of cooperative learning techniques on pre-service teachers' self-esteem, achievement and absences." Suvremena psihologija, vol. 12, br. 1, 2009, str. 23-41. https://hrcak.srce.hr/82655. Citirano 21.09.2021.
Chicago 17th Edition
Bulut, Sefa. "The effect of cooperative learning techniques on pre-service teachers' self-esteem, achievement and absences." Suvremena psihologija 12, br. 1 (2009): 23-41. https://hrcak.srce.hr/82655
Harvard
Bulut, S. (2009). 'The effect of cooperative learning techniques on pre-service teachers' self-esteem, achievement and absences', Suvremena psihologija, 12(1), str. 23-41. Preuzeto s: https://hrcak.srce.hr/82655 (Datum pristupa: 21.09.2021.)
Vancouver
Bulut S. The effect of cooperative learning techniques on pre-service teachers' self-esteem, achievement and absences. Suvremena psihologija [Internet]. 2009 [pristupljeno 21.09.2021.];12(1):23-41. Dostupno na: https://hrcak.srce.hr/82655
IEEE
S. Bulut, "The effect of cooperative learning techniques on pre-service teachers' self-esteem, achievement and absences", Suvremena psihologija, vol.12, br. 1, str. 23-41, 2009. [Online]. Dostupno na: https://hrcak.srce.hr/82655. [Citirano: 21.09.2021.]

Sažetak
Cooperative learning has been used effectively at the elementary and secondary levels, but it has only recently found its way to the college level. Therefore, in colleges, universities and work places throughout the world, tremendous efforts are underway to move from a lecture-based approach to more active, cooperative learning activities. This study investigates the effect of cooperative learning techniques on pre-service teachers’ cooperative learning usage, cooperative learning attitude, self-esteem, class and discussion group (case) grades, class and discussion group attendance. The effect of cooperative learning was examined via instructional techniques. Classes were divided into experimental and control groups. The groups were taught with either traditional lecture-based format (control) or cooperative learning techniques (experimental) during a 16-week semester. Independent t-tests were run to compare some of the variables in pre-test scores and to test whether the groups were equivalent at the beginning of the study. Multivariate ANOVA was then utilized to test the group differences on the seven dependent variables. Surprisingly, the results revealed that cooperative learning techniques did have a positive effect on all of the seven dependent variables. Cooperative learning group and traditionally taught group had significantly differed from each other. It appears that cooperative learning has many academic, social and personal benefits for those who participate in it.

Ključne riječi
Cooperative Learning and Self Esteem; Measurement of Cooperative Learning: Use of Cooperative Learning; Attitude of Cooperative Learning; Experimental Design with Cooperative Learning

Hrčak ID: 82655

URI
https://hrcak.srce.hr/82655

[hrvatski]

Posjeta: 2.884 *