The Dynamic Classroom: Cooperative Learning Experiences of Grade VI Pupils at Select Schools in Mabini District

Abstract

INTRODUCTION

This research is conducted to identify the level of pupils' participation in classroom activities when cooperative learning strategy is employed. The difficulties that can be encountered as well as the best practices using said approach will be identified. It targets the deeper appreciation of the application of cooperative learning in classroom instructions as an approach that will improve learners' achievement level. A suggested learning implementation scheme should also be provided by the researcher as a helpful extension of the study.

METHODSThis research utilized survey questions, interview and observation forms for the identification of the pupils' level of participation in classroom activities. The difficulties encountered and the sustainability of best practices relative to the approach were also noted. Two hundred forty eight (248) Grade VI pupils from schools in Cluster III of Mabini District were the subjects of the study. Teacher advisers and school heads were included as respondents. They were provided with research tools that will add to the validity of the research being conducted.

RESULTS

There is an indication that Grade VI pupils of select schools in Mabini District hold generally a positive view on the implementation of cooperative strategies in teaching and learning context. Highlevel of participation and performances with said strategy is noted. Understanding of instructional goals is achieved and harmonious relationship is also highly enhanced. Applying cooperative learning practices in classroom could lead to positive academic growth for our pupils. Teachers' awareness had been heightened in identifying said strategy to meet the learners' needs and thus further become a motivating factor to adapt measures for the improvement and reinforcement of instructions. It also lead to a sustained utilization of shared learning in school.

DISCUSSIONS

Research shows that cooperative learning bolstered student productivity, increased self-esteem and positive interpersonal relationships. Learning in groups improved students' abilities to comprehend and retain abstract information and help teachers and instructional leaders achieved educational goals. Providing classroom activities that will encourage collaboration and cooperation among group members in the class will maximize involvement that leads to the attainment of a long-lasting learning. In conclusion, cooperative learning should be put into practice across all student populations, grades, and subject areas.