Small Group Learning Methods and their Effect on Learners' Relationship

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15310%2F16%3A33161666" target="_blank" >RIV/61989592:15310/16:33161666 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.scientiasocialis.lt/pec/files/pdf/vol70/45-58.Boruvkova_Vol.70_PEC.pdf" target="_blank" >http://www.scientiasocialis.lt/pec/files/pdf/vol70/45-58.Boruvkova_Vol.70_PEC.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Small Group Learning Methods and their Effect on Learners' Relationship

Popis výsledku v původním jazyce

Building relationships in the classroom is an essential part of any teacher's career. Having healthy teacher-to-learner and learner-to-learner relationships is an effective way to help prevent pedagogical failure, social conflict and quarrelsome behavior. Special care should be focused on children that are out of their classmates' interest (so called isolated learners or isolates) in such class and on possibilities to integrate them into the class. Natural idea how to do it is that of using some modern non-traditional learning methods, especially the methods based on work in small groups involving learners' cooperation. An influence of this kind of methods (especially cooperative learning (CL)) on learners' relationships was a subject of the further described research. Within the small group education, students work with their classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the cooperative learning methods help to integrate isolated learners into the class? The research was realized as a pretest-posttest design for the sample of 207 learners of first, second and third grades of lower secondary school. Standardized sociometric questionnaire B-3 was used to determine the number of isolated learners before and after using the CL methods. Consequently, using the Wilcoxon statistic test of significance, the hypothesis was verified that the number of isolates after the CL mehods is statistically significantly lower than that of the case before using the non-traditional learning method. Accordingly, the research results justify implementation CL methods into education.

Název v anglickém jazyce

Small Group Learning Methods and their Effect on Learners' Relationship

Popis výsledku anglicky

Building relationships in the classroom is an essential part of any teacher's career. Having healthy teacher-to-learner and learner-to-learner relationships is an effective way to help prevent pedagogical failure, social conflict and quarrelsome behavior. Special care should be focused on children that are out of their classmates' interest (so called isolated learners or isolates) in such class and on possibilities to integrate them into the class. Natural idea how to do it is that of using some modern non-traditional learning methods, especially the methods based on work in small groups involving learners' cooperation. An influence of this kind of methods (especially cooperative learning (CL)) on learners' relationships was a subject of the further described research. Within the small group education, students work with their classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the cooperative learning methods help to integrate isolated learners into the class? The research was realized as a pretest-posttest design for the sample of 207 learners of first, second and third grades of lower secondary school. Standardized sociometric questionnaire B-3 was used to determine the number of isolated learners before and after using the CL methods. Consequently, using the Wilcoxon statistic test of significance, the hypothesis was verified that the number of isolates after the CL mehods is statistically significantly lower than that of the case before using the non-traditional learning method. Accordingly, the research results justify implementation CL methods into education.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Problems of Education in the 21st Century

ISSN

1822-7864

e-ISSN

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Svazek periodika

70

Číslo periodika v rámci svazku

APR

Stát vydavatele periodika

LT - Litevská republika

Počet stran výsledku

14

Strana od-do

45-58

Kód UT WoS článku

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EID výsledku v databázi Scopus

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