THE EFFECT OF COOPERATIVE LEARNING STRATEGIES ON ELEMENTARY STUDENTS’ SCIENCE ACHIEVEMENT AND SOCIAL SKILLS IN KUWAIT

Abstract

This study compares the effects of two methods of teaching—teacher-centered and cooperative learning—on students’ science achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes who were assigned to 2 instructional methods and were taught an identical science unit by 4 classroom teachers. The students’ science achievement was measured by a researcher-designed achievement test given to students as a pretest and a posttest. Students’ social skills were determined by a researcher-designed survey administered as a pretest and posttest. Analysis of the achievement test scores and the social skills survey responses revealed that cooperative learning strategies have significantly (p > 0.05) more positive effects on both students’ achievement and social skills than teacher-centered strategies. These results provide an evidential base to inform policy decisions and encourage and persuade teachers to implement cooperative learning methods in Kuwaiti classrooms.

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Correspondence to Ali Ebrahim.

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Ebrahim, A. THE EFFECT OF COOPERATIVE LEARNING STRATEGIES ON ELEMENTARY STUDENTS’ SCIENCE ACHIEVEMENT AND SOCIAL SKILLS IN KUWAIT. Int J of Sci and Math Educ 10, 293–314 (2012). https://doi.org/10.1007/s10763-011-9293-0

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Key words

  • cooperative learning strategies
  • elementary science
  • science achievement
  • social skills
  • teacher-centered strategies