Cooperative Learning as Active Learning in Yeka Sub-city Preparatory Schools: Practices, Benefits, Challenges and Implications for Quality Education

Abstract

The study was conducted to examine the practices, benefits and challenges of oneto- five cooperative learning in preparatory schools of Yeka Sub-city, Addis Ababa. Descriptive survey design was used and data were collected through questionnaire from 263 participants recruited through simple random-lottery method. Quantitative data were analyzed using percentage, mean, standard deviation, and independent sample t-test whereas qualitative data were analyzed thematically. The result shows that both teachers and students were concentrated on the middle of the scale i.e. unable to decide the practice of one-to-five cooperative learning in relation to the basic elements including positive interdependence, face-to-face promotive interaction, individual accountability, interpersonal skill, and the role of teachers‟ in the process. Teachers were significantly higher than students on group processing and the role of teachers in one-to-five cooperative learning implementation. Regarding the benefits of one-to-five cooperative learning, both teachers and students encountered difficulty to decide about the academic, social and psychological benefits of cooperative learning. Concerning demographic variables, female teachers scored significantly higher mean than male counter parts in responding about the practice of one-to-five cooperative learning as per the basic elements and the role of teachers in facilitating the process. In addition, statistically significant difference were found between grade 11 and grade 12 students where the latter group of students better acknowledged the involvement of teachers in one-tofive cooperative learning practices. Uncomfortable time schedule; lack of interest and motivation; and lack of awareness about the importance of cooperative learning were identified as the major challenges affecting the practice of cooperative learning. This study suggests that preparing awareness raising training and discussion forums for teachers and students, and integrating the program as part of the regular class are salient for effective implementation of cooperative learning.