Developing instructional skills for cooperative learning for lower secondary teachers

<p> 3.4.1. Initial experiment results show that teachers using cooperative learning have positively affected learning results of students. Almost all students in the experimented classes are interested in learning and strategies used by teachers following cooperative learning theory. As results, learning performance o f students in these classes is higher than in the non-experimented classes. Observations also prove the quality of teachers’ skill development in cooperative learning of those who have been trained, promoting a joyful learning environment for students so they learn bet ter. 3.4.2. Through survey questionaire filled by teachers after participating in the training and practice at schools also show that teachers and management staff have a good understanding of essential elements of cooperative learning as well as understanding of factors affecting quality of cooperative learning instruction. All respondents believe that they have obtained good skills and have a good understanding of cooperative learning instructions. It is also a good condition for developing cooperative learning instruction further. 3.4.3. Through consultation with experts and educational management staff, most of teachers and management staff confirm that strategi es presented in the two groups of strategies as recommended in the research paper are feasible and effective, of which strategies belong to group 1 are more feasible since it is related to developing training contents and developing skills for teachers of which sets of instructional skills required for cooperative learning are emphasized. The group 2 which consists of 4 strategies also receives high support. </p>

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