The impact of some selected factors in cooperative learning on the improvement of academic performance and social behavior among grade five students at a primary school – REVIEW OF LITERATURE

REVIEW OF LITERATUREThis chapter will review literature on concerted schooling, academic execution of instrument and social skills.

Cooperative LearningAccording to Johnson and Johnson (2001), cooperation is working together to follow through shared goals. Within cooperative activities individuals seek outcomes that are dependable to themselves and beneficial to all group members. Cooperative learning is the instructional use of small groups so that students work together to increase their own and each other?s learning. The appraisal is simple. segmentation members are organized into small groups after receiving instruction from the teacher. They hence work through the assignment until all group members successfully understand and complete it. Cooperative efforts result in participants stock for mutual benefit so that all group members work from each other?s efforts (Your success benefits me and my success benefits you), recognizing that all group members share common fate (We all correct or swim together), knowing that one?s performance is mutually caused by oneself and one?s colleagues (We cannot do it without you), and persuasion proud and jointly celebrating when a group member is recognized for achievement (We all congratulate you on your accomplishment!).

The grow of cooperative learning may be traced to John Dewey (1933) who evince education as a vehicle for teaching citizens to constitute cooperatively in a social democracy.



A countenance major figure in the history of cooperative learning is social psychologist Kurt Lewin, who in the 1930?s and 1940?s emphasized the brilliance of group dynamics in understanding the behaviour of leading and members of democratic groups.

Slavin (1995) states that there are several reasons why cooperative learning works as well as it does. The idea that students learn more by doing something active than by hardly watching and listening has long been known to both cognitive psychologists and effective teachers. Recent research done by Mclnnerney and Roberts (2005)...

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