Cooperative Learning, Annotated Bibliography Example

Shimazoe, J. and Aldrich, H. (2010) Group Work Can Be Gratifying: Understanding & Overcoming Resistance to Cooperative Learning. Creative Education .2013. Vol.4, No.2, 98-100

The authors are focusing on college-level cooperative learning techniques and implementation. The authors provide a framework and suggestions for educators based on research highlighting the benefits of CL. One of the major focuses of the article is related to improving students’ creative thinking skills, and that is why this journal publication was selected. The article takes professionals through the framework of designing a group working and discussion environment in the classroom. The different stages of group work implementation are defined and described as: design and development stage, operation stage and output, and disbanding stage. The article was also selected because it does not only focus on learners’ outcomes of group work but the role of educators and benefits on the quality of teaching as well. The journal article can be a good resource for creating teacher training materials on implementing cooperative learning, however, it is also important that the process is tested and measured in a real classroom environment.

Zakira, E. and Iksan, Z. (2006) Promoting Cooperative Learning in Science and Mathematics Education: A Malaysian Perspective. Eurasia Journal of Mathematics, Science & Technology Education, 2007, 3(1), 35-39

While the journal article is focused on Mathematics and Science education in Malaysia, it still provides valuable resources for further research. The authors contrast cooperative learning with teacher-based and lecture-based induction highlighting the benefits of the group method. It is interesting how the author’s reason that engineering and science work is usually done in groups, therefore, the teaching experience should reflect this to prepare students to work. However, there are other benefits of the approach; the language, communication, problem-solving and critical thinking skills seem to improve rapidly when collaborative learning is introduced. While the expected benefits and outcomes of collaborative learning projects in Mathematics and Science are not backed up by research, the critical approach of the authors highlights the potential risks and challenges of implementation while analyzing the studies promoting the introduction of collaborative learning. Some of the challenges described in the article could be implemented in a framework that would deal with the issues of implementing group work in classrooms; a comparative analysis might also be needed to determine the right approach based on subjects.

Zakira, E., Solfitri, T., Daud, Y. and Abidin, Z. (2013) Effect of Cooperative Learning on Secondary School Students’ Mathematics Achievement. Creative Education 2013. Vol.4, No.2, 98-100

The selected journal article focuses on secondary school Mathematics classes; group work and cooperative learning projects. While the study is backed up by recent literature and publications data, it is created to determine and measure the effects on student outcomes of introducing cooperative learning in the classroom, especially the effects on individuals’ self-esteem, confidence and problem solving skills. The results of the study (quasi-experiment) showed no significant improvement in test result in the experimental group. However, when measuring mathematical achievement those students participating in cooperative learning showed better results. According to the authors, this might be the effect of explaining problems to each other and learning through explanation at the same time. 59 percent of students said that the jigsaw cooperative learning method enhanced their understanding, while only 7 percent said that it had any effect on their academic performance. It is evident that if cooperative learning is helping students achieve better understanding of the material, a shift of focus on problem solving and testing in cooperative learning might possibly result in higher academic achievement. While the results indicate that self-confidence was improved by the jigsaw method, however, the authors confirm that the results highly depend on the skills and knowledge of the teacher implementing the cooperative learning method. It is possible that there is a need for more objective measurements of the results instead of self-reports in the future to determine the effects of the method in depth.