Does Cooperative Learning as a Teaching Approach Enhances Teaching and Learning in Integrated Culturally Diverse School Settings? An Exploratory Study

Authors

  • Gregory Alexander Department Psychology of Education, Faculty of Education, University of the Free State, South Africa
  • Micheal M van Wyk Department of Curriculum and Instructional Studies, School of Teacher Education, College of Education, University of South Africa, Pretoria

Abstract

Cooperative learning is a philosophical and practical approach to change classrooms settings and school organizations, classroom processes and learning activities in order to offer all learners more active learning experiences, equal opportunities, access, and a more social supportive role. This article explores cooperative learning (CL) as a learner centeredness teaching approach in enhancing teaching and learning in integrated culturally diverse ecologies in the Northern Cape province of South Africa. A survey was designed to explore teachers’ views regarding the value of the cooperative learning approach in enhancing quality teaching and learning. Findings of this investigation revealed that educators viewed their lack of understanding the use of CL as teaching approach as a challenge in enhancing effective teaching and learning opportunities in culturally diverse settings. Participants alluded to issues with regard to the school curriculum, lesson presentation and interaction as their biggest challenge. Suggestions are formulated to empower in-service teachers in CL as a teaching approach. This investigation which was conducted as an exploratory value-based study forms part of the first phase of a funded project.

DOI: 10.5901/mjss.2014.v5n2p689

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Published

2014-01-06

How to Cite

Alexander, G., & van Wyk, M. M. (2014). Does Cooperative Learning as a Teaching Approach Enhances Teaching and Learning in Integrated Culturally Diverse School Settings? An Exploratory Study. Mediterranean Journal of Social Sciences, 5(2), 689. Retrieved from https://www.richtmann.org/journal/index.php/mjss/article/view/2034

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