Cooperative learning: Exploring its effectiveness in the Physics classroom

Research design

The Backward Design (Wiggins & McTighe, 2001) was used in the research design (see Table I). MOE (Ministry of Education) syllabuses, the 6 facets of understanding, the different cooperative learning strategies, were some of the considerations when planning the design.

Table I: Backward Design

Key design questions

Design considerations

Filters (design criteria)

What the final design accomplishes?

What are the effects of the use of cooperative learning strategies on students' academic achievement?

· MOE syllabus

· Teachers' expertise

· Pre- and post-test questions

· Concept based

· Engaging activity

· Valid

· Reliable

· A better understanding of 'Current Electricity' and ‘D.C. Circuits'

· Significant difference in mean scores between pre- and post-intervention tests of the CL class but not in the TT class.

· Significant difference in the mean scores of post-intervention tests between CL and TT class

To what extent does the use of cooperative learning strategies help students achieve a better understanding of physics concepts?

· 6 facets of understanding

· Cooperative learning strategies

· Science Journals

· Sufficient authentic work

· Feasible

· Valid

· Reliable

· Opportunities for students to demonstrate the facets of understanding (Wiggins & McTighe, 2001) in their science journal entries

· Significant difference in mean scores between pre- and post-intervention tests of the CL class but not in the TT class

To what extent does the use of cooperative learning strategies affect students' motivation to learn?

· Cooperative learning strategies

· Teachers' knowledge and skill in using cooperative learning strategies

· Pre- and post-perception survey on motivation

· Engaging activities

· Cooperative students

· Arouse interest in the learning of physics