Abstract
This paper attempts to analyze the perceptions and practices of primary
school teachers regarding the effectiveness of cooperative learning (CL) method and to
identify the challenges that are encountered while implementing CL in schools. Sample was constituted by 65 teachers from a private sector school system with the help
of stratified sampling technique. Questionnaire was used to collect data. Descriptive
statistics was used to analyze the data. Data analysis reveals that lecture method is
highly used teaching method at primary level whereas teachers use other teaching methods as well, such as lecture demonstration (LD), CL, project based learning (PBL) and
inquiry based instructions. Findings of the study indicate that teachers have positive
perceptions about the use of CL approach in terms of academic achievement, better
understanding about subject matter and improvement in interpersonal skills. Whereas,
teachers showed their concerns with reference to classroom size, non-availability of
learning resources, lengthy syllabus and lack of support from school administration.
The study recommends the implementation of CL by providing administrative support
and conducive learning environment as well as engaging teachers in continuous professional development programs to equip them with interactive teaching methods.
Najmonnisa, Muhammad Zubair Haroon. (2014) Perspectives of Primary School Teachers Regarding Effectiveness of Cooperative Learning: A Descriptive Study, Journal of Education & Social Sciences, Volume 2, Issue 1.
-
Views
1126 -
Downloads
109
