Publisher： Common Ground Publishing
E-ISSN： 1447-9540|16|11|407-422
ISSN： 1447-9494
Source： The International Journal of Learning: Annual Review, Vol.16, Iss.11, 2009-01, pp. : 407-422
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
Co-operative group teaching and learning is a child-centred teaching approach based on the theory of constructivism. In literature on educational studies, co-operative teaching and learning is generally defined as learning that takes place in an environment where pupils in small groups share ideas and work collaboratively in order to complete academic tasks. A large number of research carried out on co-operative teaching and learning has shown that this method has positive effects on pupils’ school achievement in mixed ability and ethnocultural classes. The aim of the present study is to compare the Greek and Cypriot primary school teachers’ and pupils’ views about the efficacy of co-operative teaching and learning in mixed ability and multi-ethnic classes. A similar comparative study has not been carried out. The sample of the study consisted of 113 teachers (59 Greek and 54 Cypriot) and 161 pupils (80 Greek and 81 Cypriot), 9-11 years old. A quantitative methodology was used and data were collected through questionnaires. Results revealed that pupils’ and teachers’ perceptions about co-operative group teaching and learning were positive. However, the Cypriot primary school teachers and pupils exhibited more positive attitudes towards group work’s efficacy and a better understanding of co-operative group teaching and learning compared to the Greek teachers and pupils respectively.
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