Cooperative learning: Exploring its effectiveness in the Physics classroom

Limitations of the study

There are some factors which may threaten the validity of this study. An example is the teacher factor as the teachers teaching the two classes are different. However this is a factor that could not be avoided because the primary researcher involved in this study has only one Physics class at the secondary four level. Recommendation for further study could be that the study be replicated with the primary researcher swapping teaching method with the teacher who taught the TT class, i.e. the primary researcher now uses traditional method of teaching while the other teacher uses cooperative learning.

In the data analysis, it was not possible to interpret two facets accurately, namely, empathy and self-knowledge, from the data collected. Although the two facets were not demonstrated in the data collected, it does not necessarily mean that the students have not achieved these two facets. For future studies, researchers could include video recording of the group interaction during cooperative learning lessons to address this problem.

Random sampling method could not be used in this study due to various constraints. Instead, intact classes and convenience sampling were used. As a result, the results of this study cannot be generalized to other levels and streams as students from different age groups may respond differently to cooperative learning. Similarly, the results also cannot be generalized to other school setting as this is a classroom research which is unique to the teacher and the students in this class.

There are many different types of cooperative learning strategies as well as variations of these strategies. The variety is necessary because the structures have different functions or domains of usefulness (Kagan, 1989). For example, Colour-Coded Co-op cards are designed for efficient memory of basic facts; Pairs-Check is effective for mastery of basic skills; and Numbered Heads Together is designed for review or checking for comprehension. How effective is the use of cooperative learning as a teaching and learning strategy has to depend on how effective the teacher is in using the relevant and different strategies for different purposes.