The effect of cooperative learning techniques on pre-service teachers' self-esteem, achievement and absences

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dc.authorid0000-0002-2622-4390en_US
dc.contributor.authorBulut, Sefa
dc.date.accessioned2021-06-23T19:26:36Z
dc.date.available2021-06-23T19:26:36Z
dc.date.issued2009
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractCooperative learning has been used effectively at the elementary and secondary levels, but it has only recently found its way to the college level. Therefore, in colleges, universities and work places throughout the world, tremendous efforts are underway to move from a lecture-based approach to more active, cooperative learning activities. This study investigates the effect of cooperative learning techniques on pre-service teachers' cooperative learning usage, cooperative learning attitude, self-esteem, class and discussion group (case) grades, class and discussion group attendance. The effect of cooperative learning was examined via instructional techniques. Classes were divided into experimental and control groups. The groups were taught with either traditional lecture-based format (control) or cooperative learning techniques (experimental) during a 16-week semester. Independent t-tests were run to compare some of the variables in pre-test scores and to test whether the groups were equivalent at the beginning of the study. Multivariate ANOVA was then utilized to test the group differences on the seven dependent variables. Surprisingly, the results revealed that cooperative learning techniques did have a positive effect on all of the seven dependent variables. Cooperative learning group and traditionally taught group had significantly differed from each other. It appears that cooperative learning has many academic, social and personal benefits for those who participate in it.en_US
dc.identifier.endpage41en_US
dc.identifier.issn1331-9264
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-68149100836en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage23en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/6597
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-68149100836&partnerID=40&md5=a0e0e080ed20ee65e69ea62e6d0873f5
dc.identifier.volume12en_US
dc.identifier.wosWOS:000268070900003en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBulut, Sefa
dc.language.isoenen_US
dc.publisherNaklada Slapen_US
dc.relation.ispartofSuvremena Psihologijaen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCooperative Learning and Self Esteemen_US
dc.subjectMeasurement of Cooperative Learningen_US
dc.subjectUse of Cooperative Learningen_US
dc.subjectAttitude of Cooperative Learningen_US
dc.subjectExperimental Design with Cooperative Learningen_US
dc.titleThe effect of cooperative learning techniques on pre-service teachers' self-esteem, achievement and absencesen_US
dc.typeArticleen_US

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