The relationship between cooperative

learning, perception of social support,

and academic achievement

Shing-Yu Lynn Tsai Dr. Pi-Ying Teresa Hsu

Date: November 12, 2009

1

Ghaith, G. (2002). The relationship between cooperative learning, perception of social

support, and academic achievement. System, 30, 263-

273.

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Contents

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1. Introduction

2. Methodology

3. Results

4. Reflections

Introduction

Social support is one of the most important

aspects of classroom climate that may

influence learners’ academic achievement.

( Ghaith, 2002 )

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Introduction

A B C

Informationalaid

Appraisalaid

Emotionalaid

( Johnson & Johnson, 1994 )

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Introduction Purposes

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Text

Text

Cooperative learning

1. Learner’s perception

of teacher and peer

academic and personal support 2. Feelings of

alienation from school3. Learning

achievement

connection

Introduction Research Questions:

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Q1: Is cooperative learning correlated with learners’ perceptions of social support, alienation from school and academic achievement?

Q1: Is cooperative learning correlated with learners’ perceptions of social support, alienation from school and academic achievement?

IntroductionResearch Questions:

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Q2: What is the role of cooperative learning, perception of social support, and alienation from school in academic achievement?

Q2: What is the role of cooperative learning, perception of social support, and alienation from school in academic achievement?

Methodology

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135 participants Five times a week for 3 hours each

Introductory Englishcourse

Lebanon

Four skills( L/S/R/W)

73 males (54.2%)61 females (45.2%)18-25 years old

Participants

Lebanon

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Methodology

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10 sections

SAT I, SAT II & TOEFL

Methodology

Click to add Title1 4 females & 1 male

Click to add Title2 16 years teaching experience

Click to add Title1 training in using CL

Five instructors:

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Methodology CL model of five elements

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Interpersonal group skills

4

Group processing 5

1 Individual accountability

2

Positive interdependence

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Face to face interaction

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Instrument

..

Adopted by Johnson & Johnson, 1983

Established validity and reliability

90 items (5 Likert-point scale)

A original version of

the Classroom

Life Measure

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Instrument

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38 items ( factor analysis)

1-4 : Teacher academic support

5-8: Teacher personal support

9-12: Peer academic support

13-17: Peer personal support

A modified version of the Classroom Life

Measure

18-27: Cooperative learning

28-38: feelings of alienation

Instrument

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Instrument

Table 2

Sample of classroom life measure questionnaire

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1. TAS: My teacher cares about how much I learn.

1 2 3 4 5

2. TPS: My teacher cares about my feelings.

1 2 3 4 5

3. PAS: In this class other students like to help me learn.

1 2 3 4 5

4. PPS: In this class other students like me the way I am.

1 2 3 4 5

5. CL: When we work together in small groups,

we try to make sure that everyone in the group

learns the assigned material.

1 2 3 4 5

6. AL: I often get discouraged in school.

1 2 3 4 5

Table 2Sample of the classroom life measure

Instrument To locate and eliminate any ambiguous items:

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3 students were from the population of the present study.

Data analysis

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2

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Descriptive statistic-Q1

Simple Pearson correlation-Q1

Stepwise multiple regression-Q2

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Data analysis

Descriptive statistic & Pearson correlation

1. Correlation between the scores on the scale of CL and achievement

2. Scores on the sub-scales

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Results

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Table 3Pearson Product-Moment correlation coefficients

Cooperative learning is positively related to the academic achievement and the learners’ perception of the degrees of academic and personal support provided by the teachers and students.

Q1However, cooperative learning is negatively related to the learners’ feeling of alienation.

Q1

Results

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Table 4 Stepwise multiple regression variables

The variables of cooperative learning, teacher academic support from school are factors that significantly impact academic achievement.

Reflection

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？ The researcher didn’t provide the example of academic achievement test.

？ The researcher didn’t provide the example of the class activity and procedure.

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