Showing papers on "Cooperative learning published in 1970"

Learning and education

Abstract: S:!

A Test of an Hypothesized Relationship between Learning Time and Amount Learned in School Learning

Abstract: It has been hypothesized that the degree of learning, other things being equal, is a simple function of the amount of time during which the pupil engages actively in learning. This hypothesis was tested with forty-eight students in an introductory psychology course. Classroom examinations were used to indicate amount learned; intelligence tests were used to indicate learning ability, and hours of study time reported by students were used to indicate learning time. When learning ability was controlled, statistically, the correlation between amount learned and learning time was statistically significant, r = .30, a result which provides support for the original hypothesis. Considering the attenuating effect of indicants, it was concluded that learning time is a highly important variable which should be taken into account in investigations of classroom learning.

Teaching and Learning Strategies of PBL

Abstract: Purpose: Problem-Based Learning is an effective teaching and learning method enabling the students to achieve problem solving skills, use information effectively, carry productive intelligence, think creatively, learn teamwork and responsibility. Also, students take the initiative of the class and by learning the method of self-directed learning, it will eventually lead to life time education. The purpose of this study was to develop effective teaching and learning strategy of Problem-Based Learning. Methods: The study is a case study using investigative method and questionnaires, class observation check list, and teachers’ evaluation sheets of the students. The subject of this study was 83 students and 19 tutors of Yonsei University College of Medicine. Results: The characteristics of positive module in Problem-Based Learning are; students show good teamwork during the class, students are motivated and find interest in the subject, the data and materials given to the students is very useful in solving the problem. Most important element of Problem-Based Learning interaction is the number of questions asked by the students and the difficulty of the modules has no relation to the interaction of tutors and students. Students heavily rely on using textbooks during their self-regulated learning. And the elements greatly effecting the learning environment are physical environment and the use of humor in class. Conclusion: Tutors and students should use the teaching strategy (’C-O-I-Q’) and the learning strategy (’M-R-I-Q’) to facilitate the interaction of tutors and students, activate students’ discussion and foster class climate.

The Child with a Learning Disability in Arithmetic.

Abstract: V^hildren with learning disabilities in arithmetic are often identified as being unable to learn arithmetic even when tests have indicated there is no reason they cannot do so. Teachers are perplexed regarding the discrepancy between the child's learning capacity and his achievement. Study has indicated that such a disability stems from either a cerebral dysfunction or an emotional disturbance and not from

Effect of questions on visual learning.

Abstract: The purpose of this study was to measure the effectiveness with which different types of visual displays facilitated S's achievement of different learning objectives when these were used to complement oral instruction. Questions preceded each display and were designed to direct S's attention to relevant learning cues. Each S received a pretest, participated in his respective visualized presentation, and received 5 individual criterial measures. Analyses indicated that (a) the use of questions to complement the more realistic visuals is not an effective technique for improving S's achievement and (b) all types of visual displays are not equally effective in facilitating S's achievement of different learning objectives.

Awareness and Verbal Conditioning

Abstract: Unfortunately, a more basic issue is being generally ignored, the distinction between learning and performance. The studies which correlate performance gains with awareness may be irrelevant to the issue of whether awareness is necessary for learning. It might be that in the early stages of conditioning S is gradually learning, but it is not manifested in performance until learning reaches some threshold. And the verbalization may be a consequence of the improvement due to learning (Postman & Sassenrath, 1961). That is, awareness might not occur until (or maybe just before) learning reaches threshold, and awareness could be related to learning or be independent of learning. Also arguments that Ss learn to be aware seem to be conceding learning without awareness. A more profitable research orientation would be to discover and manipulate variables (perhaps incentives and schedules of reinforcement) that differentially affect learning and performance in verbal conditioning. Analysis of how these variables correlate with verbal report and other measures of awareness would help decide the issue of learning without awareness.

Learning Efficiency of Students in Varying Environments

Abstract: In determining whether or not students learned more effectively in different learning environments, experimental and control classes were conducted over a 2-year period in a basic statistics course that involved ten faculty members and 1,172 students. Grades, common examinations, and a checklist were the basic criterion measures used; mathematics background and overall grade point (GPA) served as control mechanisms. Major conclusions were: students preferring some type of independent study consistently underachieved; instructor types, which produced high achievement levels for specific types of students, were identified in behavioral terms; it probably will take drastic manipulations of the learning environment beyond the normal constraints of the university in order to produce effective changes in the learning pattern.

Relative effects of two cooperative instructional strategies on culture of peace among secondary school students in ogun state, nigeria

Abstract: The strive for reducing conflict all over the world has necessitated the need to build the culture of peace in the individual. One of the strategies recommended for catching them young for promoting tolerance, solidarity and group understanding among people is cooperative learning. This paper therefore examined the effect of two cooperative learning strategies (Learning Together and Constructive Controversy) on building students’ culture of peace in Ogun State, Nigeria. Although, no significant effects (using ANCOVA) were found in the two methods of teaching on students’ attitudinal disposition to culture of peace (F(2,78)=1.72, P>0.05), the post-test mean score of 89.13 obtained by constructive controversy group of students as against 86.09 scored by Learning Together group made constructive controversy to be a better viable option for promoting culture of peace. Equally, gender factor had no significant effect on the treatment (F(1,78)=1.066, P>0.05). It was therefore recommended that conventional method of teaching should always be combined with Learning Together and Constructive Controversy while teaching peace education for building culture of peace in students