High School Students' Perspectives on English Reading Class through Cooperative Learning
The purpose of this study is to investigate high school students’ perspectives on English Reading Class through cooperative learning.
A survey questionnaire consisting of 16 questions and asking about the stu...
High School Students' Perspectives on English Reading Class through Cooperative Learning
The purpose of this study is to investigate high school students’ perspectives on English Reading Class through cooperative learning.
A survey questionnaire consisting of 16 questions and asking about the students’ perspectives on cooperative learning in English reading classes was given. 411 2nd graders from W high school in Bucheon answered the survey questions. Individual interviews were conducted with 4 students. One out of four had participated in a cooperative learning English reading class for 1.5 years. A second student was in a cooperative learning English reading class for one year in 2012. The third one had a year of a cooperative English reading class in 2011 but not in 2012. The last had no experience in English reading classes taught through cooperative learning.
The results are as follows:
First, from the survey, the students who had experienced English cooperative learning previously were found to have far more of the necessity of cooperative learning in English reading classes. The students who said cooperative learning classes are more effective than traditional classes expressed the following opinions: “Sharing information among group members helps our understandings.” “I can’t neglect the cooperative activities and projects because we all should take part in them.” “I have strengthened my sense of responsibility through cooperative learning.”
Second, respondents to the survey were mostly satisfied with the sitting arrangement in cooperative classes. However, a teacher who designs cooperative classes needs to consider factors like his or her students’ English reading ability, and their motivation, among others. The teacher needs to intervene in group arrangement to help his or her students to build the best combinations to maximize student performance.
Third, according to the survey, the quality most required of a good leader in a cooperative learning class is superior communication. A communicative leader listens to his or her group members and shares his or her expertise, interest, attitude, opinions, thoughts, and feelings. When a leader respects his or her members, and their individual values, there is harmony. Additional requisite abilities for a leader are academic skill, management and decision making.
Fourth, the survey indicated that male students showed more significantly meaningful ‘p’ values over actual cooperative reading class activities. That means male students showed stronger preference for cooperative learning compared to the girls. That may be due to male students enjoying more active, recreational, and competitive activities like playing sports.
Lastly, students wrote about the positive aspects of cooperative learning in their English reading class. They wrote favorably about ‘information sharing’, ‘responsibility to one’s group,’ and ‘cooperative problem-solving.’ However, some negative aspects, like a slower learning pace compared to traditional lessons, or students who coast on others’ labor, also need to be controlled through the teacher’s wise class management.
High School Students' Perspectives on English Reading Class through Cooperative Learning
The purpose of this study is to investigate high school students’ perspectives on English Reading Class through cooperative learning.
A survey questionnaire consisting of 16 questions and asking about the students’ perspectives on cooperative learning in English reading classes was given. 411 2nd graders from W high school in Bucheon answered the survey questions. Individual interviews were conducted with 4 students. One out of four had participated in a cooperative learning English reading class for 1.5 years. A second student was in a cooperative learning English reading class for one year in 2012. The third one had a year of a cooperative English reading class in 2011 but not in 2012. The last had no experience in English reading classes taught through cooperative learning.
The results are as follows:
First, from the survey, the students who had experienced English cooperative learning previously were found to have far more of the necessity of cooperative learning in English reading classes. The students who said cooperative learning classes are more effective than traditional classes expressed the following opinions: “Sharing information among group members helps our understandings.” “I can’t neglect the cooperative activities and projects because we all should take part in them.” “I have strengthened my sense of responsibility through cooperative learning.”
Second, respondents to the survey were mostly satisfied with the sitting arrangement in cooperative classes. However, a teacher who designs cooperative classes needs to consider factors like his or her students’ English reading ability, and their motivation, among others. The teacher needs to intervene in group arrangement to help his or her students to build the best combinations to maximize student performance.
Third, according to the survey, the quality most required of a good leader in a cooperative learning class is superior communication. A communicative leader listens to his or her group members and shares his or her expertise, interest, attitude, opinions, thoughts, and feelings. When a leader respects his or her members, and their individual values, there is harmony. Additional requisite abilities for a leader are academic skill, management and decision making.
Fourth, the survey indicated that male students showed more significantly meaningful ‘p’ values over actual cooperative reading class activities. That means male students showed stronger preference for cooperative learning compared to the girls. That may be due to male students enjoying more active, recreational, and competitive activities like playing sports.
Lastly, students wrote about the positive aspects of cooperative learning in their English reading class. They wrote favorably about ‘information sharing’, ‘responsibility to one’s group,’ and ‘cooperative problem-solving.’ However, some negative aspects, like a slower learning pace compared to traditional lessons, or students who coast on others’ labor, also need to be controlled through the teacher’s wise class management.
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