Effects of Cooperative Learning Models on Prospective Teachers’ Achievement and Equity

Abstract

The cooperative learning (CL) intervention was conducted to find out the effects of two conditions of CL on prospective teachers (PTs) achievement and equity. Cooperative learning was embedded in methods of teaching English course. Thirty five students enrolled in Master of Arts in English Language Teaching and Linguistics programme (MA ELTL) were the subjects of the study. The study employed counter balanced design. The main research questions were; (1) What is the difference in Prospective Teachers’ (PTs) achievement after exposure to CL as compared to their previous CGPA? (2) Which model of CL is better for producing higher achievement? (3) Which CL model provides/ establishes equity (equal chances to succeed) to maximum number of students? Achievement tests and class quizzes were administered to obtain data. Paired samples t-test, Mann-Whitney U test and KruskalWallis test were carried out to answer the research questions. The findings suggest that CL significantly enhances PTs’ achievement as compared to Traditional Instruction (TI). Both CL models are compatible to increase achievement and equity in TE. Learning together (LT) is more efficient and effective as compared to Student teams Achievement Divisions (STAD). The study opens doors for doing innovations and intervention in teacher education through different CL models.