Comparing Effect Size and Measuring Achievement Gains of Cooperative and Traditional Methods in Pakistan Studies

Authors

  • Alyas Qadeer Tahir

Abstract

Cooperative learning, due to its influential aspects, is the most prevalent teaching-learning technique in the modern world. In view of its effectiveness, an experimental study was conducted in order to compare and see the learning outcomes of twelfth grade students (n=100) taught by cooperative learning versus traditional methods of teaching in the subject of Pakistan Studies. Three psychological measures self-esteem, motivational level and social self-efficacy were also taken into accounts for which separate scales were developed. A pretest posttest equivalent groups design was used for the experiment. The students were exposed to eight weeks treatment comprising fifteen lessons of Pakistan Studies. Data was analyzed using t-test, calculating effect size and displaying percentile point gains over normal curves. The results of this study show that the experimental group outscored on academic achievement as compared to the control group exhibiting on the whole, cooperative learning is more effective teaching-learning technique for the subject of Pakistan Studies as compared to traditional (competitive and individualistic) methods of teaching. The experimental groups show superiority in self-esteem, motivational level and social self-efficacy over control group on post-test. The, average learners show positive gains surprisingly than high and low achievers in academic achievement, selfesteem and motivational level on posttest as compared to students in the control group. The results of this study provide advocacy for the application of cooperative learning in the Pakistan Studies classroom as well as further research in cooperative learning within other subject areas in different situations.


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Published

2020-02-18