Problems met by the teachers on the use of cooperative learning in classroom instruction in the selected elementary schools in the district of Valderrama, Antique for the school year 2006-2007 / May Paz S. Pon-an [ and two others ]

Includes bibliographic references.

Abstract

This study was conducted to determine the problems met by teachers on the use of cooperative learning in classroom instruction in the selected elementary schools in the District of Valderrama, Antique for the school year 2006-2007.

Specifically, the study sought answers to the following questions:

1. What are the problems met by teachers on the use of cooperative learning in classroom instruction when they were taken as an entire group and when they were categorized according to age, gender, civil status and educational attainment?

2. Is there a significant difference in the problems met by teachers on the use cooperative learning in classroom instruction when they were categorized according to age, gender, civil status and educational attainment?

The respondents of this study were 57 elementary school teachers in the District of Valderrama, Antique for the school year 2006-2007.

The study employed a descriptive method of research and made use of the constructed and validated questionnaire-checklist in gathering the data.

To determine the problems met by teachers on the use of cooperative learning when taken as an entire group and when grouped according to age, gender, civil status and educational attainment, the weighted mean was used. To determine if there is a significant difference in the problems met by teachers on the use of cooperative learning in classroom instruction, the Wilcoxon's Matched-Pairs Signed-Ranks Test was likewise used. All tests were set at 0.05 alpha level of significance.

The study revealed the following findings:

1. As an entire group, teachers find out that using cooperative learning as a strategy in classroom instruction was much a problem to them because it has a set of rules to be followed.

For teachers who are 35 years and below and who are 36 years and above, using cooperative learning was much a problem because it has a set of rules to be followed and it is also boring.
Male teachers considered the following items as much a problem:

Students in the group do not perform as ""good teachers"", Students tend to go off-task when the teacher is not around, and Cooperative learning has a set of rules to be followed.

Both single and married teachers indicated that cooperative learning having a set of rules to be followed was much a problem to them.

Teachers having bachelor's degree and those having bachelor's degree with M.A. units indicated that the following were much a problem to them: Cooperative learning has a set of rules to be followed, and High-performing group members may monopolize the activity while low-performing group members may not involve themselves.

2. There was no significant difference on the problems met by teachers on the use of cooperative learning in classroom instruction when categorized as to age, gender, civil status and educational attainment.

drawn: Based on the findings of the study, the following conclusions were

1. Though cooperative learning is not a recent development, there are still some teachers who are not completely at home at using cooperative learning. They encounter some problems in the use of this teaching strategy in classroom instruction.
2. The problems met by elementary school teachers on the use of cooperative learning in classroom instruction significantly differ when they are grouped as to age, gender, civil status and educational attainment.

Theses/Dissertations College of Teacher Education