A Pragmatic Evidence of Different Learning Groups
7 Pages Posted: 25 Jan 2018
Date Written: May 25, 2015
Cooperative learning offers an effective means of making students best learn, and it serves as a solution for the vast array of educational problems. Evidences show that students engaged in cooperative learning activities tends to increase their interest and developed higher order thinking skills. In general, there are three primary methods to accomplish group composition: self-selection (SS), random selection (RS), and the criterion-based selection (CBS). In spite of these suggested learning groups, no one claims on which of these learning groups composition is more efficient and applicable on a particular learner. There is no criterion as to what extent does cooperative learning will work efficiently. This paper was designed to examine the pragmatic evidence of different groups formed, by using student self-selection, random assignment, and criterion-based selection. The data were analyzed using both descriptive and inferential statistics. The result shows that the achievement level of different groups of students significantly differs when exposed to SS, RS, and CBS. The finding suggests that the random assignment and criterion-based selection are more applicable for below average students. Also, the student self-selection is efficient for average and above average students.
Keywords: cooperative learning, student self-selection, random assignment, criterion-based selection, quasi-experimental design
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