WOLKITE UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES

Department of Curriculum and Instructional Supervision

THE IMPLEMENTATION OF COOPERATIVE LEARNING METHOD IN ABA FRANSUA

SECONDARY SCHOOL

By:

Ashiku Tosha

Advisor: Matheas Shemelis (Ass. Professor)

A Senior Essay Research Report Submitted to the College of Education and Behavioral
Studies Department of Curriculum and Instructional Supervision for the Impartial
Fulfillment of B.A Degree in Pedagogical Science and English Language and Literature

June 2022

Wolkite, Ethiopia
 Letter of approval
This is to certify the senior essay research prepared by Ashiku Tosha entitled ‘the
implementation of cooperative learning method in aba fransua secondary school’ is submitted in
partial fulfillment of requirements for the bachelor of education degree in Pedagogical Science
complies with the regulation of the university and meets the accepted standards with respect to
originality and quality.

Approved by ____________________ ______________

Advisor

_____________________ ________________ ____________________

Examiner Signature Date

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Acknowledgement
First and for most, the researcher would like to thank to God for his almighty support to success.
Secondly, I would like to express my sincere gratitude to Matheas Shemelis for his valuable and
unreserved follow up, guidance, advice, critical comments and constructive suggestions for the
accomplishment of the study. Thirdly, I would like thank my families for their endless financial
and moral support throughout the ups and downs of my school life. I would like also to thank
Aba Fransua secondary school teachers, students, and principals for their willingness to fill in the
questionnaire and interview. Finally, I would like to thank my friends for their comment.

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 Table of contents

Letter of approval............................................................................................................................................i
Acknowledgement.........................................................................................................................................ii
List of tables...................................................................................................................................................v
Chapter one:...................................................................................................................................................1
Introduction....................................................................................................................................................1
1.1 Background of the study......................................................................................................................1
1.2. Statement of the problem....................................................................................................................2
1.3 Basic research question......................................................................................................................2
1.3 Objectives of the study.........................................................................................................................2
1.4. Significance of the study.....................................................................................................................3
1.5. Delimitation of the study.....................................................................................................................3
1.6. Limitation of the Study.......................................................................................................................3
1.7. Definition of operational terms...........................................................................................................3
1.8. Organization of the study....................................................................................................................3
Chapter two:...................................................................................................................................................5
Review of related literature............................................................................................................................5
2.1. Concepts of Cooperative Learning.....................................................................................................5
2.2. Cooperative learning Versus Collaborative learning..........................................................................6
2.3. Types of Cooperative Learning...........................................................................................................7
2.4. Elements of cooperative learning........................................................................................................8
2.5. Benefits of Cooperative Learning.....................................................................................................10
2.6. Teachers and Students role in Cooperative Learning.......................................................................11
2.7.Factors affecting the implementation of cooperative learning...........................................................12
Research Methodology................................................................................................................................13
3.1. Design of the study...........................................................................................................................13
3.2 Source of data...................................................................................................................................13

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 3.3. Sample population and sampling technique......................................................................................13
3.4. Data Collecting Instruments..............................................................................................................13
3.5 Procedures of data collection.............................................................................................................14
3.6 Data analysis Techniques.................................................................................................................14
3.7 Ethical Consideration.......................................................................................................................14
Chapter four:................................................................................................................................................15
Results and Discussions...............................................................................................................................15
4.1 Demographic Characteristics Of Respondents..................................................................................15
4.1.3 Demographic characteristics of student respondents.....................................................................16
4.3 Analysis of questionnaire on teacher’s practice of cooperative learning method..............................16
4.4 Teacher’s response on the conducive environment to implement cooperative learning method......20
4.5 Analysis of questionnaire on students’ practice of cooperative learning method............................22
4.6 Students response on the conducive environments to implement cooperative learning method.......25
4 .7 Analysis of interview with prepared for school principals on teachers and students practice of
cooperative learning method....................................................................................................................27
4.8 Analysis of open ended questionnaire on the challenges of cooperative learning methods..............28
4.9 Discussion.........................................................................................................................................28
Chapter five:.................................................................................................................................................30
Summary, conclusion and recommendation................................................................................................30
5.1. Summary...........................................................................................................................................30
5.2.Conclusion.........................................................................................................................................31
5.3.Recommendation...............................................................................................................................31
References....................................................................................................................................................32
APPENDEX-A.............................................................................................................................................35
APPENDEX-B.............................................................................................................................................39
APPENDIX -C.............................................................................................................................................40

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List of tables
Table1: Demographic characteristics of teacher’s responses……………………………15

Table 2: Demographic characteristics of student’s responses…………….................16

Table 3: One sample t-test value on teachers practices of cooperative learning

method………………………………………………………………………………………………
…17

Table 4: Teachers practice of cooperative learning method……………………………….18

Table 5: Teacher’s response on the conducive environments to implement cooperative learning

method……………………………………………………………………………………...21

Table 6: One sample t-test value on students’ practices of cooperative learning method
…………………………………………………………………………………………………23

Table 7: Students practice of cooperative learning method……………………………….24

Table 8: Students response on the conducive environments to implement cooperative learning

method………………………………………………………………………………………26

Abstract

This study attempted to investigate the implementation of cooperative learning method in Aba
Fransua secondary school. The specific objectives of the study were to describe teachers and
students’ effort in implementing cooperative learning method, to identify the opportunities and
challenges encountered in implementing cooperative learning methods and to analyze the benefit
that students and teacher gained from learning cooperatively. In this study a descriptive survey

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design was employed to determine teachers and students practice cooperative learning method.
Therefore total of 46 teachers were selected by using simple random sampling technique and
100 students were selected by using purposive sampling technique and Systematic random
sampling technique. For teachers and students, questionnaire (both open ended and close
ended), interview and were the main data collection instruments. The data were analyzed both
quantitatively and qualitatively. The data collected through questionnaire were analyzed
quantitatively using by percentage, while the data collected through interview results was
analyzed qualitative using words and statements. The main findings where the implementation
cooperative learning strategies in Aba Fransua secondary school was not applied properly. The
implementation was affected by large class size, learners’ different behavior, shortage of time,
learners’ low motivation and interest and lack of awareness towards cooperative learning
method.

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 Chapter one:

Introduction
1.1 Background of the study
Cooperative learning is a teaching method, in which students of diverse background are
assembled in groups to achieve a common goal (Ramos & Pavon, 2015). Similarly,
Johnson, Johnson and Smith (1991) define as cooperative learning is the instructional use
of small groups so that students work together to maximize their own and each other’s
learning.

Olsen and Kagan (1992) define cooperative learning is group learning activities
organized so that learning is dependent on the socially structured exchange of
information between learners in groups and in which each learners is feel accountable for
his or her own learning and is motivated to increase the learning of others. According
Ryan, Reid and Epstien (2004), Cooperative learning refers to small groups teaching and
learning strategies which actively seek to from other interdependence among group
members such that each member of a team is responsible not only for learning what is
taught, but also for helping team mates learn.

As (Gillies, 2003; Gillies and Ashaman, 1998), cited in Boyle and Gillies (2010:1), by
working cooperatively, students develop an understanding of the unanimity of a purpose
of the group and the need to help and support each other’s learning, which in turn,
motivates them to provide information, prompts, reminders and encouragement to others
requests for help or perceived need for help. Borich (2004) stated that cooperative
learning is important in helping learners acquire from the curriculum, the basic
cooperative attitudes and values they need in the classroom and outside the classroom.
The students working in small groups have a tendency to learn more of what is thought
and retain it longer than when the same materials is presented in other instructional
formats (Barkley, Cross & Major, 2005).

Moreover when students work cooperatively together they show increased participation
in group discussion, demonstrate a more of sophisticated level of discourse, engage in
fewer interruptions when others speak and provide more intellectually valuable
contributions (Gillies, 2006; Webb and Farivar, 1999). Melihan and Sirri (2011)
concluded that the cooperative learning method is more effective than the traditional
teaching method in the academic success of students. Thus, checking the application of

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cooperative learning method among the secondary school teachers is believed to have
paramount importance.

1.2. Statement of the problem

From my experience as a student at schools of , secondary levels, was that teaching is
highly dominated by the competitive approach than that cooperative one.In relation to
this during the researcher workshop and at different assignments,in particular, for a
researcher were placed to Aba Fransua secondary school. Thus, the researcher have
observational that what teachers mostly apply were the same teaching approach which
means. Yet there is a better approach to teaching, which is cooperative learning method.
Cooperative learning method is a teaching method that helps students to learn together in
group and to maximize their learning with great interest and motivation (Aziz&Hossain,
2010). Similarly Johnson, et.al (1986) noted that in cooperative learning classroom
student’s work together to attain group goal that cannot be obtained by working
competitively. If it is implemented properly was understand that cooperative strategy can
promote innovation, creativity and enhance students’ engagement in learning. Properly
implementation of cooperative learning strategies was also contributed to students’
socialization within the culture of professional industry better, preparing them for the
expected the professional world (Caroselli, 1998). Nevertheless, the dominant practice
that this researcher compelled them to assess the real situation and motivated to conduct a
researcher. On the implementation of cooperative learning strategies.

1.3 Basic research question

To this end the following were formulated.

Do teachers and students in Aba Fransua secondary school practice cooperative learning
method?

What are the challenges to implement cooperative learning method in the school?

What are the conducive environments for implementing cooperative learning in Aba
Fransua secondary school?

1.3 Objectives of the study

1.3.1 General objective

The general objective of this study was to investigate the implementation of cooperative
learning at Aba Fransua secondary school.

1.3.2 Specific objectives

In order to achieve the above objective, the following specific objectives were
formulated:

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1 To describe teachers and students’ effort in implementing cooperative learning
method
2 To identify the challenges encountered in implementing cooperative learning method.
3 To analyze the conducive environment students and teachers gained from learning
cooperatively and individually.

1.4. Significance of the study

The result of this study would have benefits for teachers, students, school leaders and
other stakeholders. This study might help teachers and students in provides significant
information about cooperative learning and insights about the purposes of cooperative
learning. It also hoped to be informative for the school leaders about the status of
implementation of cooperative learning.

In addition to this the study might also hope to give insights for educational experts to
develop curriculum. Finally, this study gives some information to individuals, who have
interest to conduct researcher on related issues.

1.5. Delimitation of the study

This research was delimited to suggest researcher solution in both geographical and
theoretical aspects.

Geographically: the study was delimited to Gubre town, specifically in Aba Fransua
secondary school.

Theoretically: The study was delimited to investigate the implementation of cooperative

learning strategies

1.6. Limitation of the Study

This study is believed to have certain limitations. During the study the researcher faced
different challenges, such as shortage of time lack of transport service and scarcity of
money. The unwillingness of some teachers and students to fill and return the
questionnaire was the other limitation.

1.7. Definition of operational terms

Cooperative learning: is a teaching strategy in which small teams, each with students of
different levels of ability, use a variety of learning activities to improve their
understanding of a subject.

Implementation: is the process of putting or realization of a method into practice in the

classroom by teachers.

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1.8. Organization of the study
This study has five chapters, chapter one deals about the introduction part that includes
the main body of the researcher like background of the study, statement of the problem,
objectives of the study, significance of the study, delimitation of the study, limitation of
the study and organization of the study. Chapter two provides review of related literature:
under these the following sub topics are included. Such as the concept of cooperative
learning, cooperative learning versus collaborative learning types of cooperative learning
elements of cooperative learning, benefits of cooperative learning and challenges of
cooperative learning. Chapter three describe the design of the researcher and
methodology was used to guide the study which consists of researcher design, data
source, sample population and sampling techniques, data gathering instruments, data
collecting procedure and data analysis techniques.

Analysis and interpretation of data was presented in chapter four. Chapter five outcomes
summary, conclusion and recommendations for the future researcher addressed by the
researcher

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 Chapter two:

Review of related literature

2.1. Concepts of Cooperative Learning

Cooperative learning is defined as instructional methods in which in small groups
towards a common goal which encompasses instructional models such as a student team,
achievements divisions, team assisted individualization (Salvin, 1982) cited in Aragaw
(2015). Cooperative learning is a teaching approach in which learners of diverse abilities,
talents and backgrounds work together in small groups to attain a common goal and it is
further believed that active participation in the experience will result in an improvement
in academic performance (Farazan&Nejadansari, 2004).As Johnson, Johnson and
Monson, (2012) cited in Brahnu (2013) conceptualized cooperative learning as a new
paradigm of teaching that involves creating the conditions under which students can
actively discover and construct their own knowledge, having students work together
cooperatively to do so as learning is a social not an individual, process, creating personal
relationships among students, developing the competencies and talents of all students,
and motivation students through intrinsic goals.

According to Johnson, et al., (1991), cooperative learning exists when students work
together to accomplish shared learning goals. Similarly, Murdoch and Wilson (2004)
emphasize that cooperative learning is not merely having students sitting together and
talking about their individual needs, or a case of only one or two students doing the
whole work on behalf of others, but cooperative learning is a process of sharing of ideas
and thoughts among each members in the group. Therefore, cooperative learning can be
stated that it is the umbrella term for a variety of educational approach involving point
intellectual effort by students to work together on a common task; supporting and

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encouraging one another to improve their learning through inter dependence and
cooperation with one another (Larry & Hartman, 2002).

2.2. Cooperative learning Versus Collaborative learning

The terms cooperative and collaborative learning are often used interchangeably, but
according to some, there are differences between the two. This is reasonable, as both
favor small group active student participation over passive lecture based teaching and
each require a specific task to be completed. Each strategy inherently supports a
discovery based approach to learning. The two methods assign various group roles
though collaborative learning can have fewer roles assigned. In both situations, student
member are required to possess group skills though cooperative learning may include this
as instructional goals. Each plan comes with a frame work up on which the group’s
activity resides, but cooperative learning usually more structurally defined than
collaborative learning (Cooper and Robinson, 1997;Smith & MacGregor,1992).

As Rockwood(1995) characterizes the difference between these methodologies as one of

the knowledge and power ; cooperative learning is the methodology of choice for
fundamental knowledge (i.e. traditional knowledge) while collaborative learning is
connoted to the social constructionist’s view that knowledge is a social contract. He
further distinguishes these approaches by the instructor role; in cooperative learning the
instructor is the center of authority in the class, with group task usually more closed
ended and often having specific answers. In contrast, with collaborative learning the
instructor abdicates his/her authority and empowers the small groups who are often given
more open ended, complex tasks. Cooperative learning is considered to be the most
structured approach to learning in groups while collaborative learning is less structured
(Paritz 1997). In cooperative learning, the structure is imposed by the teacher and is
designed to achieve a specific goal or and product.

As Bruffee (1995), proposed cooperative learning is more appropriate for use with
elementary school children while collaborative learning is better suited for adults
including college and university students, with cooperative learning, it is assumed that
elementary school children do not have the social skills required to work effectively
together. But in collaborative learning, it is assumed that students already have the

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necessary social skills and the motivation to reach their point learning goals (Matthews
et. al.1995).

Moreover, in collaborative learning environments, students should be responsible for the

governance and evaluation of their groups. In relation to this,Bruffee (1993), stated that
use of collaborative learning activities involves a pre- acculturation process for the
teacher and the students. This occurs because collaborative learning experiences allow
delegation of decision- making to the students where as it has been traditionally placed
with the teacher. Proponents of collaborative learning advocate a more democratic
process, giving students more power than in traditional instruction (Pradl 1991).

Finally cooperative learning is seen as more appropriate for knowledge that is

foundational such as learning facts and formulas, while collaborative learning is seen as
being better suited for learning non- foundational higher order knowledge, which requires
a critical approach to learning (Bruffee, 1995)

2.3. Types of Cooperative Learning

Johnson et al. (2002), describe three types of cooperative learning. These are formal
cooperative learning, informal cooperative learning and cooperative base group.

2.3.1. Formal cooperative learning

Formal cooperative learning consists of students working together, for one class period to
several weeks, to achieve shared learning goals and complete jointly specific tasks and
assignments. In formal cooperative learning groups teachers; make a number of pre-
instructional decisions, specify the objectives for the lesson (both academic and social
skills) and decide on the size of groups. The method of assigning students to groups, the
roles students will be assigned, the materials needed to conduct the lesson, and the way
the room will to arrange, explain the task and the positive interdependence. A teacher
clearly defines the assignment, teachers the required concepts and strategies, specifies the
positive interdependence and individual accountability gives theoretical for success, and
explains the expected social skills to be used(Johnson et.al,2002).

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2.3.2. Informal cooperative learning
Informal cooperative learning consists of students working together to achieve a joint
learning goal in temporary, ad-hoc groups that last from a few minutes to one class
period. During a lecture, demonstration or film, informal cooperative learning can be
used to focus student attention on the material to be learned, set a wood conducive to
learning, set expectations as to what will be covered in a class session, ensure that
students cognitively process and rehearse the material being taught, summarize what was
learned and pre- cue the next session, and provide closure to an instructional session. The
procedure for using informal cooperative learning during a lecture entails having three- to
five minute focused discussions before and after the lecture (i.e. book ends) and two to
three- minute inters perusing pair discussions throughout the lecture (Johnson,et. al,2002)

2.3.3. Cooperative base groups

Cooperative base groups are long- term, heterogeneous co- operative learning groups
with stable membership whose primary responsibilities are to provide support,
encouragement and assistance to make academic program and development cognitively
and socially in healthy ways as well as holding each other accountable for striving to
learn. Typically, cooperative base groups are heterogeneous in membership, meet
regularly (e.g. daily or biweekly), last for the duration of semester, year, or until all
members have graduated. When students know that the base group will stay together for
some time, they become committed to find ways to motivate and encourage their group
mates and solve any problems in working together (Johnson et. al,2002).

2.4. Elements of cooperative learning

Johnson and Johnson (1991), described five elements of cooperative learning. These are
positive interdependence, individual accountability, promotive face to face interaction,
interpersonal skills and group processing.

2.4.1. Positive interdependence

Positive interdependence is the most important elements of cooperative learning. It exists
when students perceived that they cannot succeed unless others do and they must learn to
co- ordinate their efforts to ensure that this occurs. Cohesiveness develops in the group as

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direct result of the perception of goal of interdependence among group members
(Deutsch, 1949).When positive interdependence is understood, each member’s efforts are
indispensable to the success of groups.

2.4.2. Individual accountability

Individual accountability is also essential elements of cooperative learning. It occurs
when members accept responsibility for their part of the task and actively facilitate the
work of others in the group. Johnson and Johnson (1990), maintains that individual
accountability can be established in two different ways. The first is through structuring
for positive interdependence among group members so that they will feel responsible for
facilitating each other efforts. The second is through the teacher establishing
requirements for individual accountability so that teach students contribution to hence
ensuring that each individual is responsible for completing their assigned work or task in.

2.4.3. Pro-motive face to face interaction

Pro motive face to face interaction is the third elements of cooperative learning. It
involves individuals encouraging and facilitating each other efforts as they work together
on the group task children encourage and facilitate each other’s efforts by providing
explanations and information to assist understanding, constructive feedback to improve
performance with a task and access to needed materials and resources. Furthermore, as
children interact, they are more likely to get know each other as individuals and this
forms the basis for caring and committed relationship (Johnson & Johnson1990).

2.4.4. Interpersonal Social Skills

Cooperative learning groups set the stage for students to learn social skills. These skills
help the learners to build strong cooperation among group members, leadership, decision
making, trust building communication and conflict management skills are social skills
that can be developed by cooperative learning (Nunan, 1992). Children cooperative and
work better together when they have been taught the interpersonal and small group skills
needed to facilitate interaction and involvement with each other (Johnson & Johnson,
1990).

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2.4.5.Group processing
It is the fifth essential element of cooperative learning. This involves members
determining what they have done well and what they will need to do to achieve the group
goals in other words giving group members the opportunity. To reflect on the learning
process has clear academic and social benefits. Johnson (1990) found that when students
assigned to cooperative learning condition with teacher and group processing, they
demonstrated greater individual and group problem solving success than students in the
remaining cooperative (no group processing or teacher processing condition or the
individual condition).

2.5. Benefits of Cooperative Learning

The primary benefit of cooperative learning is that enhance students’self-esteem which in
turn motivates students to participation in the learning process (Johnson and Johnson
1989). It is also develops positive student- teacher attitudes. As Gillies (2003);Gillices
and Ashamam, (1998) cited in Boyle and Gillies (2010:1) by working cooperatively
students develop an understanding of the unanimity of a purpose of the group and the
need to help and support each other’s learning which in turn motivates them to provide
information, promotes, reminders and encouragement to others requests for help or
preserved need for help. Cooperative learning provides many opportunities for alternative
forms of students in the learning process (Slavine 1980). Whenever two or more students
attempt to solve a problem or answer a question they become involved in the process of
explanatory learning, promotive interaction, basic principle of cooperative learning,
builds students sense of responsibility to themselves and their group members through
reliance up on each other talents and cooperative learning assessment process reward
both individual and group thus reinforcing this interdependence (Baird and white, 1984).
In addition to this, cooperative learning sets high expectations for students and teachers
(Panitze&Panit 1998).

According to Ajaja (2010), cooperative learning is important in helping learners acquire

from the curriculum the basic cooperative attitude and values they need to think
independently inside and outside of the classroom cooperative learning are student
centered instructional model. In cooperative learning groups, the students can exercise

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their collective skills and practice working with others to achieve mutual benefits for
every one rather than thinking competitively and individualistically (Greeman, 2000).The
other benefits of cooperative learning is that tend learners to become tolerant of diverse
vilem points to consider the others thoughts and feelings in depth, and seek more support
and clarifications of others’ positions (Stahl, 1994). One of the most valuable uses of
cooperative learning is to teach social and interpersonal skills. Cooperative learning team
provides a safe intimate atmosphere where social skills are modeled by other group
members. It is a place where students can practice how skills (Johnson and Johnson
2009).

2.6. Teachers and Students role in Cooperative Learning

Richards and Lackhart (1996) attempt to define both teachers and learners roles in the
light of methodologies used in cooperative learning as activities in which students paired
or groped themselves to make discussions.

2.6.1. Teachers role in cooperative learning

Teachers’ roles in cooperative learning differ considerably from the teachers roles in
traditional teachers directed teaching. The cooperative learning method is a shift from the
old method of teaching where the learner does not have enough opportunities to
participate to the one of the important contemporary method of teaching where the
learner is active and a part of the learning process that takes place in the classroom. In
cooperative learning, the teacher’s role changes from a deliverer of information to a
facilitator of learning. As Charles (2007) proposes teachers should monitor the students
by moving among the groups to assure that they are actively engaged in their roles and
following designated procedures and not to answer student questions unless the group
members are able to resolve the issue by themselves. Similarly Hord and Hirsh (2008)
stated that an effective learning occurs when teachers use assessment data in cooperative
learning practice for decision making and to improve classroom instruction.

As Zhang (2010) noted the role of the teacher in the classroom as a facilitator, who
should put his learners in the right path of how to reach their educational goals.
Moreover, the teacher has to create a highly structured and well organized environment
for classroom instruction. The teacher should circulate among the groups managing their

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work and helps out with any difficulties they encounter in group interaction and the
performance of the specific tasks related to the learning project (Slavin, 1995). Therefore,
the activity of the teacher influences an effective cooperative practice participatory to
make the learning enjoyable and interesting.

2.6.2 Learners’ Role in Cooperative Learning

Jacob (2006) Summaries the learners’ roles as follows: organizer who is in charge of
organizing the work in group ,recorder who is responsible for recording the outcomes
reached by the group ,observer who is in charge of observing who is participating and
who is not ,Coach who keep the group on tasks ,reporter who is responsible to tell other
group members about the group work. Similarly Richard and Rodgers (2001) summariz
ein corporate learning, each group member has a specific role to do in the group, such as
noise monitor, time keeper, notes taker, and record or summarize.

Kagan, et al. (1994),noted that as attaches we must assign a variety of roles for each
group members, to make sure that everyone in the group is involved in a specific role in
accomplishing an overall group tasks. In addition to this Slavin (1995) believes that in
order to ensure participation among students, they need to help each other, to discuss and
argue with each other to assess each other’s knowledge and fill in gaps in each other’s
understanding. Through cooperative learning students become responsible for their own
learning.

2.7.Factors affecting the implementation of cooperative learning

In the implementation process of cooperative learning there might be so many challenges.
According to Johnson (2010), in large class size students are divided in groups of four
or five, there would be 13-14 groups working simultaneously and teachers would not
have enough time to exam or monitor each group to ensure they were effectively. Class
size and noise are the first stumbling blocks that both teachers and students have to
surround in order to implements cooperative learning (McLeish,2009; Jhanh,2011).

As Gillices and Michale (2010) it may also be due to lack of understanding of how to use
pedagogical practice in their classrooms. Students do not life working in cooperative
groups within the reason of some students do not involve. Similarly Molalign (2011),

12
noted that factors like teachers belief attitude, professional experience, motivation
training, and teacher’s understanding of innovation as the factors which affecting the
implementation of pedagogical innovation. According to Brown (1994) the roles of
instructional material are: ensure longer retention of information, motivate the students to
pay attention to the lesson,

Chapter three:

Research Methodology
3.1. Design of the study
This study was employed descriptive survey researcher design. This is because it is
convenience to the researcher title. Because, it enables to investigate the current status of
phenomena to describe what exist with respective variable or condition in a situation.

3.2 Source of data

3.2.1 Primary source

The primary source of this study is teachers and students in Aba Fransua Secondary
School.

3.2.2 Secondary sources

The secondary sources are school record student documents and Aba Fransua secondary
school grade student transcript result for the past three year of (2011-2013 E.C) in
Mathematics and English subjects.

3.3. Sample population and sampling technique

From the total number of teachers (72), 46 teachers were selected by simple random
sampling technique. From the total number, grade 11 and 12 students were selected by
using purposive sampling techniques. The reason behind this is, the students were
considered to be rich source of data. From the total number grade 11 and 12 Students
(542), 100 students were selected by using Systematic random sampling techniques.

3.4. Data Collecting Instruments

The instruments that used for data gathering were questionnaire (both close ended and
open ended), semi structured interview was used. The questionnaires were used for
13
appropriateness to secure data from any person at a time and for its nature characteristics
that allow respondents express their idea freely. Besides semi structured interview used to
get supportive idea from the principals on the selected title, which is the implementation
of cooperative learning.

3.4.1 Questionnaire
It includes both close- ended and open- ended questionnaires. The questionnaires are
used for appropriateness to secure data from any person at a time and for its nature
characteristics that allow respondents express their idea freely.

3.4.2 Interviews
The researcher used Semi-structured interview. Besides this, semi structured interview is
used to get supportive idea from the principals on the selected title, which is the
implementation of cooperative learning.

3.5 Procedures of data collection

The researcher employed the following researcher procedures. Firstly, permission to
conduct the study was obtained from the school principals; secondly, the teachers and
students’ permission was also conduct to fulfill the questionnaire. Thirdly, permission
from the school principals for interview Then researcher prepared the questionnaire and it
was evaluated by my advisor, fourthly, were distributed the questionnaire for the
respondents, and the questionnaire was collected after they had been completed by the
respondents and the results were analyzed by using a percentage and word explanations.
Finally, the findings of the study were discussed.

3.6 Data analysis Techniques

The data analysis technique is both qualitative and quantitative. The data collected
through questionnaires is analyzed quantitatively using by a percentage, while the data
collected through interview are analyzed qualitatively using word explanation.

3.7 Ethical Consideration

The researcher approach is kindly and respectfully in the study are which help to collect
reliable data from the respondents to make the researcher work successful. In addition,
the purpose of this study is explained to the principals and the researcher has ask their

14
willingness to answer the question in the questionnaire or interview guide. The researcher
also informs the principals that the information they provide only for the study purpose.
Taking this reality in mind, any communication with the concerned bodies is
accomplished at their consent without harming and threatening the personal and
institutional well-being.

Chapter four:

Results and Discussions

This chapter deals with the presentation and analysis of the data collected from Aba
Fransua secondary school. From sample teachers and students in line with the objective
of the study. The data obtained from the questionnaire were first presented in table and
analysis by using a percentage. The data collected from interview were summarized and
described in line with the obtained from the questionnaires.

4.1 Demographic Characteristics Of Respondents

4.1.2 Demographic characteristics of teacher respondents

This section deals about the personal profile including sex, teaching experience and
educational qualification.

Table- 1. Demographic characteristics of sample teachers

Item Category Respondents

Number Percentage
Sex Male 35 76.1
Female 11 23.9
Educational Diploma 4 8.69
qualification Degree 29 63.04
Master 13 28.27
Teaching 0-5 years 5 10.87
experience 6-10 years 9 19.57
11-15 ears 8 17.39

15
 >16 years 24 52.17
Subject Language 8 17.39
Social science 15 32.61
Natural science 23 50

As it can be seen from table 1 Item 1, 35(76.1%) of the respondents were male,
11(23.9%) of them female teachers. This implies that the majority of respondents were
male. Regarding to their qualification 4 (8.69%) of them were diploma holders, 29
(63.04%) of them degree holders and 13(28.27%) of them were master holders. This
indicates that the majority (63.04) of the respondents were first degree holders.

As indicated on the above table, among the total respondents of teacher 5(10.87%) of
them served for (0-5) years, 9(19.57%) of them served for (6-10) years, 8(17.39) served
for (11-15) years and 24(52.17%) of them served for (above 16 years). This implies that
majority of the respondents have experience above 24 years. The subject matter the
teachers teach, 8(17.39%) of the respondents were language, 15(32.61) of them social
science and 23 (501%) of them natural science.

4.1.3 Demographic characteristics of student respondents

This section deals about the personal profile including sex and grade levels of students.

Table 2: demographic characteristics of students

Item Category Respondents

Number Percentage
Sex Male 77 77
Female 23 23
Grade level 11 37 37
12 63 63

As it is shown in table 2, above, most of the students 77(77%) were males and 23 (23%)
of them were female. This indicates that there was a high participation of male students in

16
 this school. Regarding to their grade level 37 (37%) of the respondents were grade 11 and
63 (63%) of them grade 12. This shows that the majority of the respondents were grade
12 students.

4.3 Analysis of questionnaire on teacher’s practice of cooperative learning method

Table -4: Teachers practice of cooperative learning method

No Items Strongl Disagree Undecide Agree Strongly

y d agree
disagre
e
F % F % F % F % F %
1 I organize student in - - 2 4.3 6 13.0 26 56.52 12 26.0
group to work 4 8
cooperatively
2 I use different - - 24 52.1 2 4.3 9 19.56 11 23.9
instructional materials 7 1
to facilitate my lesson
3 Implementation - - 3 6.5 2 4.3 20 43.47 21 45.6
cooperative learning 5
requires a great deal
of effort
4 Student participation - - - - 7 15.2 21 45.65 18 39.1
increase when they 3
work in cooperation
manner
5 I utilize different - - 26 56.5 8 17.3 7 15.2 5 10.8
cooperative learning 2 9 6
techniques
6 Cooperative learning - - - - 4 8.69 27 58.69 15 32.6
is valuable 0
instructional approach
7 I give different - - 28 60.8 3 6.5 2 4.3 13 28.2
activities for student 6 6
to work together
8 I assess student for - - 28 60.8 5 10.8 2 4.3 11 23.9
providing feedback 6 6 1
and improving
learning
9 Cooperative learning - 2 4.3 6 13.0 26 56.52 12 26.0
enhance the learning 8
of low ability students
17
10 It is impossible to 8 17.4 11 23.9 11 23.9 12 26.08 4 8.69
evaluate student fairly
when using
cooperative
As can be seen from table 3, for item 1,none (0%) of the respondents strongly disagreed
8(4.3%) of them disagreed, 6 (13.04%) of them undecided, 26(56.56%) of them agreed
and 26.08 of them strongly agreed. Thus, (56.56%) of the teachers agreed that they
organize students in group to work cooperatively. This implies that organizing students in
group is develops students knowledge and social skills.
From the same table item 2, none (0%) of the respondents strongly disagreed,
24(52.17%) of them disagreed, 2(4.3%) of them undecided 9(19.56%) of them agreed
and 11(23.9%) of them strongly agreed. This shows that the majority of teachers were
disagreed with the idea of they used different instructional materials to facilitate their
lesson. This indicates that there is shortage of instructional materials in the school to
facilitate cooperative learning method.

As the same table, item 3, none (0%) of the respondents strongly disagreed, 3(6.5) of
them disagreed, 2(4.3) of the undecided, 20(43.47%) of them agreed and 21(45.65) of
them strongly agreed. This shows that majority (45.65) of teachers strongly agreed with
the idea of cooperative learning implementation requires a great deal of effort.

The above table, item, 4 shows that the view of teachers about the increasing of learners
participation when they incorporate cooperative learning method. So that none (0%) of
the respondents strongly disagreed, none (0%) of them disagreed, 7(15.2%) of them
undecided, 21(45.65%) of them agreed and 18(19.13%) of them strongly agreed. Hence
the majority 21(45.65%) of the teachers agree up on the statements.

At same table 5, none, (0%) of the respondents strongly disagreed, 26(56.56%) of them
disagreed, 8 (17.39%) of them undecided, 7(15.2%) of them agreed and 5(10.86%) of
them strongly agreed. This shows that that majority ( 56.56%) of teachers disagreed with
the idea of utilize different cooperative learning techniques in their classroom. This
means that the teachers were not incorporate cooperative learning method in the teaching
learning properly and they cannot adopt cooperative learning techniques.

In the same table item 6, none (0%) of the respondents strongly disagreed, none 4(8.69%)
of them disagreed, none (0%) of them undecided, 27 (58.69%) of them agreed and
15(32.60%) of them strongly agreed. This means that majority 27(58.69%) of the

18
teachers agreed with the point cooperative learning is valuable instructional approach.
This indicates that cooperative learning method is comfortable and important learning
method. we can understand that they are benefited from this method of leaning while
some of (8.69%) of the respondents pointed that it is not the valuable instructional
approach.

From the same table item 7, none (0%) of the respondents strongly disagreed, 28
(60.86%) of them disagreed, 3(6.5%) of them undecided, 2(4.3%) of them agreed and
13(18.26%) of them strongly agreed. This shows that most 28(60.86%) of teachers were
disagreed on with the point give different activities for students to work cooperatively.
This condition indicates that the majority (60.86%) of teacher’s respondents used
competitive teaching approach than that of cooperative learning method.

At the same table item 8, none (0%) of the respondents strongly disagreed, 28(60.68%) of
them disagreed, 5(10.86%) of them undecided, 2(4.3%) of them agreed, and 11(23.9%)
of them strongly agreed. This shows that the majority (60.68%) of the respondents were
disagreed with statement of assess students for providing feedback and improving
learning. We understand that the teachers were not assess students for providing feedback
and improving learning in their class room.

In the same table item 9, none (0%) of the respondents strongly disagreed, 2(4.3%) of
them disagreed, 6(13.04%) of them undecided, 26(56.52%) of them agreed. Hence this
response indicates that the majority 26(56.52%) of teachers supported that cooperative
learning enhance the learning of low ability students.

In the same table item 10, 8(17.69%) of the respondents strongly disagreed, 11(23.9%) of
them disagreed, 11(23.9%) of them undecided, 12(26.08%) of them agreed and 4 (8.69%)
of them strongly agreed. Thus, the majority 12 (26.08%) of the teachers agreed that how
it is impossible to evaluate students fairly when they using cooperative learning method.

19
4.4 Teacher’s response on the conducive environment to implement cooperative
learning method.
This sub section deal with the item related to the conducive environment to implement
cooperative learning method.

Table-5 Teachers response on conducive environment in implement cooperative learning

method.

No Items Strongly Disagree Undecided Agree Strongly

disagree agree
1 The environment for 8 17.39 10 21.74 5 10.87 14 30.43 9 19.57
which the school
placed is conducive for
implementation of
cooperative learning
2 There are adequate 6 13.04 16 34.78 5 10.87 14 30.43 5 10.86
instructional materials
to practice cooperative
learning
3 There is sufficient 4 8.69 15 32.60 11 23.9 16 34.78 - -
supportive staff for
effective
implementation of
cooperative learning
4 There is a good 2 4.3 9 19.56 7 15.2 22 47.82 6 13.04
relationship between
teachers and students in
the implementing 0f
cooperative learning
5 There are enough and - - 18 39.13 8 17.4 18 39.13 2 4.34
important materials
(books) in library
which helps students
for further reading
6 There are adequately of 3 6.5 15 32.60 11 23.9 15 32.60 2 4.3
orientation and
guidance service for
students in their group
and during working
together
7 There is cooperation - - 23 50 10 10 13 28.26 - -
between teachers and
principal to improve
student’s academic
achievement

20
As indicated in table 4 for item 1, 8 (17.89%) of the respondents strongly disagreed,
10(21.74%) of them disagreed, 5(10.86%) of them undecided, 14(30.43%) of them
agreed and 9 (19.56%) of them strongly agreed. Hence this response indicates that the
majority 14(30.43%) of teachers agreed on with the environment for which the school
placed is conducive for implementation of cooperative learning methods.

In the same table, item 2, 6(13.04%) of the respondents strongly disagreed, 16 (34.78%)
of them disagreed, 5 (10.86%) of them undecided, 14(30.43%) of them agreed and 5
(10.86%) of them strongly agreed. The majority of the teachers agreed with the point of
adequate instructional materials to teach affectively. This means that there is adequate
instructional material to implement cooperative learning method.

At same table item 3, 4(8.69%) of the respondents strongly disagreed, 15 (32.60%) of

them disagreed, 11 (23.9%) of them undecided, 16(34.78%) of them agreed and none
(0%) of them strongly agreed. This shows that majority 16(34.78%) of teachers agreed on
the presence of supportive staff to implement cooperative learning.

From the same table item 4, 2(4.3%) of the respondents strongly disagreed, 9(19.56%) of
the disagreed, 7 (15.2%) of them undecided, 22(47.82%) of them agreed and 6(13.04%)
of them strongly agreed. This shows that the majority 22 (47.82%) of teachers agreed on
the points of the absence of adequate orientation’s and guidance for students in there
cooperative groups.

At the same table items, none (0%) of the respondents strongly disagreed, 18 (39.13%) of
them disagreed, 8 (17.4%) of them undecided, 18 (39.13%) of them agreed and 2 (4.34%)
of them strongly agreed. Thus, the majority 18 (39.13%) of the teachers agreed on that
the presence of good relationship between teachers and students when their
implementation of cooperative learning.

In the same table item 6, 3(6.5%) of the respondents strongly disagreed, 15 (10.86%)
them disagreed 11(23.9%) of them disagreed, 25(54.35%) of them agreed and 2(4.3%) of
them strongly agreed. So according to teachers response 3(6.5%) of them strongly
disagreed, while 15(32.60%) of them are disagreed, while 11(23.9%) of them undecided
while 25(54.35%) of them agreed. This condition indicates that the majority 23(50%) of

21
 teachers disagreed that the seats are suitable to employ cooperative learning
method .However some of the respondents do not agreed with the idea of seats are not
suitable to implement cooperative learn

4.5 Analysis of questionnaire on students’ practice of cooperative learning method

Table-7- Students practice of cooperative learning method

As indicated in table 7 item 1, 9(9%) of respondents strongly disagree, 14(14%) of them

No Items Strongly Disagree Undecided Agree Strongly
disagree agree

F % F % F % F % F %
1 I am familiar with 9 9 14 14 6 6 59 59 12 12
cooperative learning
techniques
2 I work different activities in 5 5 29 29 6 6 50 50 10 10
my classroom with my group
members
3 I am interested working in 7 7 22 22 9 9 29 29 33 33
cooperative group
4 Engaging in cooperative 6 6 16 16 11 11 42 42 25 25
learning enhance my social
skills
5 I am more effective when I 14 14 24 24 13 13 28 28 21 21
work with cooperation rather
working individually
6 In my classroom I participate 7 7 16 16 10 10 46 46 21 21
in group work
7 Cooperative learning 7 7 17 17 13 13 39 39 24 24
enhance my learning ability
8 Cooperative learning helps 9 9 18 18 13 13 40 40 20 20
meet my learning goals
9 Cooperative learning is 10 10 20 20 20 20 40 40 10 10
appropriate for the grade
level I learn
10 It is impossible to implement 22 22 26 26 18 18 20 20 14 14
cooperative learning without
specialized materials

disagreed, 6(6%) of them undecided, 59(59%) of them agreed and 12 (12%) of them
strongly agreed. This shows that the majority (59%) of students were agreed with the idea

22
of the environment for which the school placed is conducive for implementing
cooperative learning.

In the same table item 2, 16(16%) of the respondents strongly disagreed, 31(31%) of
them disagree, 16(16%) of them undecided, 29(29%) of the agreed and 8 (8%) of them
strongly agreed. This means that the majority (31%) of the respondents disagreed with in
the idea of absence of adequate instructional materials to learn effectively.

From the above table item 3, 20(20%) of the respondents strongly disagreed, 31(31%) of
them disagreed, 15 (15%) of them undecided, 29 (29%) of them agreed and 5(5%) of
them strongly agreed. This shows that the majority (29) of the student respondents were
agreed with the ideas of they were interested in working in cooperative group.

At the same table item 4,6 (6%) of the respondents strongly disagreed, 16(16%) of them
disagreed, 11(11%) of them undecided, 42(42%) of them agreed and 25(25%) of them
strongly agreed. Hence this response indicates that the majority (425) of the students
agreed that cooperative learning places a great emphasis on developing their social skills.

In the same table item 5, 14 (14%) of the respondents strongly disagreed, 24 (24%) of
them disagreed, 13 (13%) of them undecided, 28 (28%) of them agreed and 21 (21%) of
them strongly agreed. This indicates that the majority (28%) of the students shows that
students more effective when they work cooperatively than working individually.

From the table item 6, 7(7%) of the respondents strongly disagreed, 16 (16%) of them
disagreed, 10(10%) of them undecided 46 (46%) of them agreed and 20 (20%) of them
strongly agreed. This shows that the students participate highly in group work in the
classroom.

At the same table item 7, 7(7%) of the respondents strongly disagreed, 17 (17%) of them
disagreed, 13(13%) of them undecided 39(39%) of them agreed and 24 (24%) of them
strongly agreed. The majority 39(39%) of the students agreed whit in the idea that
cooperative learning enhance their learning ability. This condition shows that the
effectiveness of cooperative learning especially for low ability student.

23
The table item 8, 9 (9%) of the respondents strongly disagreed, 18 (18%) of them
disagreed, 13(13%) of them undecided 40(40%) of them agreed and 20(20%) of them
strongly agreed. Thus, indicates that the majority (40%) of students agreed that
cooperative learning helps them to achieve their, learning goals. This implies that the
majority of the respondents were accept cooperative learning as good teaching learning
approach.

From the same table item 9, 10(10%) of the respondents strongly disagreed, 20(20%) of
them disagreed, 20(20%) of them undecided, 40(40% of them agreed and 10(10%) of
them strongly agreed. Hence this response indicates that the majority (40%) of students
responded that the method of teaching is appropriate the grade level they learn.

In the same table item 10, shows that the students view on the possibility of
implementation of cooperative learning method without specialized materials. So that 22
(22%) of the respondents strongly disagreed, 26(26%) of them disagreed, 18(18%) of
them undecided and 20(20%) of them agreed and 14(14%) of them strongly agreed.
Regarding with the above response 26(26%) of the respondents view is that specialized
materials matter to implement cooperative learning method in effective way.

24
 4.6 Students response on the conducive environments to implement cooperative
learning method

No Items Strongl Disagree Undecide Agree Strongly

y d agree
disagre
e
F % F % F % F % F %
1 The environment for which the 1 10 47 47 18 18 10 10 15 15
school placed is conducive for 0
implementing cooperative
learning
2 There is no adequate instructional 1 16 31 31 16 16 29 29 8 8
material to learn effectively 6
3 There are supportive staff to 2 20 31 31 15 15 29 29 5 5
implement cooperative learning 0
4 There is no adequate orientations 1 10 29 29 10 10 39 39 12 12
and guidance for student in their 0
cooperative group
5 There is a good relationship 1 13 24 24 16 16 29 29 18 18
between teachers and students in 3
implementing cooperative
learning
6 There is no sufficient time to 1 17 38 38 13 13 23 23 9 9
implement cooperative learning 7
7 Seats are suitable to employ 1 18 26 26 15 15 33 33 8 8
cooperative 8

Table-8: Students response on conductive environment to implement cooperative

learning method

As can be seen from table 5, item 1,10(10%) of the respondents strongly disagreed,
47(47%) of them disagreed, 18(18%) of them undecided, 10(10%) of them agreed and

25
15(15%) of them strongly agreed. Thus, (47%) of the students agreed that they were
familiar with cooperative learning method.

In the same table item 2, 16(16%) of the respondents strongly disagreed, 31(31%) of
them disagreed, 16(16%) of them undecided, 29 (29%) of them agreed, and 8(8%) of
them strongly agreed. This means that the majority (29%) of the students were agreed
that they work different activities in their classroom with their group members,
cooperatively. This condition indicates that students participate in their classroom in
group work activities.

From the same table item 3,20 (20%) of the respondents strongly disagreed, 31 (31%) of
them disagreed, 15 (15%) of them undecided, 29(29%) of them agreed and 5(5%) of
them strongly agreed. This means that in cooperative students have a chance to provide
help to each other and students accept cooperative learning method. Here, we can see that
there were not supportive staffs to implement cooperative learning method. This means
that the majority (32%) of students disagreed on the idea within there were supportive
staff to implement cooperative learning method.

At the same table item 4, 10(10%) of the respondents strongly disagreed, 29(29%)of
them disagreed, 10(10%) of them undecided, 39(39%) of them agreed and 12 (12%) of
them strongly agreed. Hence this response indicates that the majority (39%) of the
student agreed, within the idea of there was no adequate orientation’s and guidance for
students implementing cooperative learning method.

From the above table item 5, 13(13%) of the respondents strongly disagreed, 24(24%) of
them disagreed, 16(16%) of them undecided 29(29%) of them agreed and 18(18%) of
them strongly agreed. This response indicates that the majority (29%) of the students
agreed within the idea of teachers and students good relationship in implementing
cooperative learning method. We understand that good relationship between teachers and
students is important in implementing cooperative learning method.

From the same table item 6,17(17%) of the respondents strongly disagreed, 38 (88%)
respondents disagree, 13(13%) of them undecided, 23(23%) of them agreed and 9 (9%)of

26
them strongly agreed. Thus, the majority (38%) of the students do not support the idea of
there no sufficient time to implement cooperative learning method.

In the same table item 7, 18(18%) of the respondents strongly disagreed, 26(26%) of
them disagreed, 15(15%) of them undecided, 33(33%) of them agreed and 8 (8%) of
them strongly agreed. This condition indicates that the majority (33%) of the students
agreed that seats are suitable for their implementation of cooperative learning.

4 .7 Analysis of interview with prepared for school principals on teachers and

students practice of cooperative learning method.
Regarding with the implementation of cooperative learning method in Aba fransua
secondary school The school principals interview response show that the method of
cooperative learning was not successfully practice. The reason behind this is there is
many challenges to implement effectively, some the challenges were lack of teacher
commitment, lack of students’ interest, large class size, and shortage of time to cover
subject matter. As interview held with the school principals regarding the adequacy of
instructional materials and the conduciveness of the school environment to implement
cooperative learning method, they said that there is lack of adequate materials to
implement or properly, and the school environment was not much comfortable to
implement it. This implies that there is not adequacy of instructional materials, lack of
interest, lack of time and lack of conducive environment, to implement cooperative
learning methods.

The researcher also asked the school principals about the measure should be taken for
the future implement cooperative learning method effectively, they said that provide
sufficient materials, decreasing number of students in each class, increasing stakeholders
intervention to build classroom and to provide adequate instructional materials and create
awareness among teachers and students about the importance of cooperative learning
methods were the measure should be taken for the future to implement cooperative
learning method.

27
 4.8 Analysis of open ended questionnaire on the challenges of cooperative learning
methods
In this sub section of analysis the researcher analyzed opened ended questionnaire on
challenges of cooperative learning method. Concerning with the challenges of
cooperative learning implementation the majority of teachers mentioned many challenges
to in implementation of cooperative learning method. Some of the challenges were: large
number of students in one class ,lack of interest among students ,lack of adequate
instructional materials ,shortage of time to implement cooperative learning method,
Students background ,absence of awareness about cooperative learning method ,absence
of conducive environment and teacher and students low level of engagement.

This shows that to implement cooperative learning method effectively teachers and
students were faced by many challenges. Regarding to the solution to overcome the
above challenges the respondents were discussed different mechanisms, such as,
providing training. For teachers and students, providing adequate instructional materials
give continuous follow up by manifestation both for students and teachers to implement
and creating good relationship between teachers and students, motivating students to
engage cooperative method, minimizing student class ratio, including cooperative
learning methods in every subject matter and well administrative system should be done
were the measure should be taken for the future to implement cooperative learning.

4.9 Discussion
In this section, the data that had been gathered and analyzed were discussed under three
major teams in response to the three leading questions. The major teams of discussion are
respondents practices of cooperative learning method, situation of school environment for
implementation of cooperative learning and challenges that affect the implementation of
cooperative learning method.

The analyzed data shows that teachers had not practice cooperative learning properly. and
it affects the implementation of cooperative learning. In addition to this during
researcher’ the teachers give little time rather he read the next portion from text book.
With regard to the student’s roles, the findings this study show that the students were not
identify their roles to practice cooperative learning method, hence students were not

28
practicing the activities cooperatively. The properly implementation of cooperative
learning strategies will also contribute to students socialization within the culture of
professional industry better, preparing them for the expected the professional world
(Caroselli, 1998).

Based on the result of the respondents the school environment was not conducive to
implement cooperative learning method. To support this idea the students responses
indicate in table 6, item 1 indicates that the majority (47%) of respondents were disagreed
with the idea of the environment for which the school placed is conducive for
implementing cooperative learning. This shows that there are different challenges that
affect the implementation of cooperative learning method. Such as large class size,
students low motivation and lack of awareness toward cooperative learning method.
Class size and noise are the first stumbling blocks that both teachers and students have to
surround in order to implements cooperative learning (McLeish ,2009; Jhanh,2011).

29
 Chapter five:

Summary, conclusion and recommendation

This chapter deals with findings of the study, summary, conclusions, and
recommendation based on the findings of the study.

5.1. Summary
This study was conducted to investigate the implementation of cooperative learning
strategies at Aba Fransua secondary school. In the study the following researcher
questions were formulated.

1. Do teachers and students in Aba Fransua secondary school practice cooperative

learning method?
2. What are the challenges to implement cooperative learning method
3. What are the conducive environments to implement cooperative learning method?

To investigate these researcher (46) teachers were selected by using simple random
sampling technique, and 100 samples of students were selected by using purposive
sampling technique and systematic random sampling technique. The data was gathered
by using questionnaire and interview . The collected data from population were tabulated
and analyzed and presented in table using percentage and using word explanation. Based
on the analysis the following finding was obtained.

Majority of the students and teachers respondents were not practice cooperative learning
method properly. To supplement this idea the researcher actual classroom students and
teachers failed to practice cooperative learning activities rather they tend to practice
competitive ones. In relation to this factor hinder the implementation of cooperation
learning teacher’s lack of opportunities to get cooperative learning training, lack of

30
adequate instructional materials, shortage of time, and student’s low interest was found to
be the major problems. The other challenges that affect the implementation of
cooperative learning were lack of enough support from the school administration. In
order to overcome the challenge the respondents recommended that teachers, students
and school principals need to work hard on implementing cooperative learning, providing
training for teachers , minimize the student- class rationale provide instructional
materials to implement cooperative learning method effectively.

5.2.Conclusion
From the finding obtained, the following conclusion were made: the majority of teachers
and student in Aba Fransua secondary school, were not practice of cooperative learning
properly. The rationale behind this is, the implementation of cooperative learning was
affected by many factors. These include large numbers of students in a classroom,
learner’s low interest, shortage of time and lack of awareness towards cooperative
learning method. The proper implementation of cooperative learning method increase
student’s participation and engagement of their learning.

5.3.Recommendation
From the above findings the following recommendation has been forwarded.

 The school has to work on improving learners attitude towards cooperative learning
method
 The school principal also needs to have better know how about cooperative learning,
as this helps to enforce on teachers in regard to the implementation.
 The presences of instructional materials are the key components for implementing
cooperative learning method. Therefore all concerned bodies should facilitate a
condition prepare supplementary instructional materials.
 The school principals in collaborative with educational office should coordinate to
invite experts in the field to share his/her experience of using cooperative learning.
 An appropriate support should be provided by concerned bodies (i.e. school
administrative, ministry of education) needed to train teachers and students to create
awareness on the concept of cooperative learning and how to convert those concepts
in to practice.

31
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34
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APPENDEX-A
WOLKITE UNIVERSITY

COLLEGE OF EDUCATIONAL AND BEHAVIORAL STUDIES

DEPARTMENT OF PEDAGOGICAL SCIENCE

Questionnaire Prepared for Teacher

The purpose of this questionnaire is to investigate the implementation of cooperative

learning Aba Fransua secondary school. You are kindly requested to respond to the
following question. All information you provide will be kept confidential and will not be
used for other purpose except this researcher. Please do not write your name.

Thank you for your cooperation!!

Part I. Background Information

Direction: please write your answer in the spaces provided and put a tick mark () in the
box you choose.

Sex: Male  Female 

Qualification: Diploma Degree  Masters 

Teaching experience: 0-5 year 6-10 years1-15 years>16 years

Subject/ field of specialization:-Language Social since natural since 

35
 Part II: Main questionnaire: this sub- section deals about teachers practice of cooperative
learning. Therefore, from the given rating scales please choose one of the alternatives and
put a tick mark () for the response you feel is appropriate!

Key: 1.Strongly disagree 2. Disagree3.undecided 4.Agree 5. Strongly agree

No. Items Scale

1 2 3 4 5

1 I organize student in group to work cooperatively

2 I use different instructional materials to facilitate my lesson

3 Implementation of cooperative learning requires a great deal of

effort

4 Student participation increase when they work in cooperation

manner

5 I utilize different cooperative learning techniques

6 Cooperative learning is valuable instructional approach

7 I give different activities for student to work teacher

8 I assess student for providing feedback and improving learning

9 Cooperative learning enhance the learning of low ability

students

10 It is impossible to evaluate students fairly when using

cooperative learning method

36
 Part III. Main questionnaire: this sub- section deals with the conduciveness of
environment for cooperative learning implementation. Therefore from the given rating
scales please choose one of the alternatives and put a tick mark ( ) for the response you
feel is appropriate!

Key: 1.Strongly disagree 2. Disagree 3. Undecided 4. Agree 5. Strongly agree

No. Items Scale

1 2 3 4 5

1 The environment for which the school placed is conducive for

implementation of cooperative learning method

2 There are adequate instructional materials to learn effectively

3 There are sufficient supportive staff for effective

implementation of cooperative learning method

4 There is a good relationship between the teachers and student

in implementing cooperative learning

5 There are enough and importance materials (books) in library

which helps student for further reading

6 There are adequately of orientation and guidance service for

student in their group and during working together

7 There is cooperation between teachers and principal to improve

student’s academic achievement

37
Part IV. Open Ended Questions

Direction: Please give response in the space provided.

What are the main challenge that affect your implementation of cooperative learning?
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------

What were your solutions to overcome those challenges facing in implementing of

cooperative learning?
------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
------------------------------------------

Thank you for your cooperation!!

38
 APPENDEX-B

WOLKITE UNIVERSITY

COLLEGE OF EDUCATIONAL AND BEHAVIORAL STUDIES

DEPARTMENT OF PEDAGOGICAL SCIENCE

Interview questions for school principals

How do you see teachers practice on cooperative learning method?

Do you think that the learning atmosphere is conducive to implement cooperative

learning?

What do you think should be added to make the learning condition of students more
conductive?

What are the challenges that you face in facilitating to implement cooperative learning

39
What do you think are the possible mechanisms for the implementation of cooperative
method

Thank you for your cooperation!!

APPENDIX -C

WOlKITE UNIVERSITY

COLLEGE OF EDUCATIONAL AND BEHAVIORAL STUDIES

DEPARTMENT OF PEDAGOGICAL SCIENCE

Questionnaire Prepared for Student

The purpose of this questionnaire is to investigate the implementation of cooperative

learning in Aba Fransua secondary school. You are kindly requested to respond to the
following questions. All information you provide will be kept confidential and will be
used for other purpose expert this researcher. Please do not write your name.

Thank you for your cooperation!!

40
Part I. Background information

Direction:- please write your answer in the spaces provided and put a tick mark () in
the box you choose.

1.sex: Male  Female 

2. Grade level 11.... 12...

Part II: Main questionnaire: This sub- section deals about students practice of
cooperative learning. Therefore from the given rating scale please choose one of the
alternatives and put a tick mark () for the responses you feel is appropriate!

Key: 1.Strongly disagree 2.Disagree 3. Undecided 4. Agree 5. Strongly agree

No Items 1 2 3 4 5

1 I am familiar with cooperative learning techniques

2 I work different activities in my classroom with my group

members

3 I am interested working in cooperative group

4 Engaging in cooperative learning enhance my social skills

5 I am more effective when I work with cooperation rather

working individually

6 In my classroom I participate in group work

7 Cooperative learning enhance my learning ability

41
 8 Cooperative learning helps meet my learning goals

9 Cooperative learning is appropriate for the grade level I learn.

10 It is impossible to implement cooperative learning without

specialized materials

Part III.Main questionnaire:- this sub- section deals with the conduciveness of
environment for cooperative learning implementation. Therefore from the given rating
scales please choose one of the alternative and put a tick ( ) for the response you feel is
appropriate!

Key: 1.Strongly disagree 2. Disagree 3. Undecided 4. Agree 5.strongly agree

No Items 1 2 3 4 5

1 The environment for which the school placed is conducive for

implementing cooperative learning

2 There is no adequate instructional material to learn effectively

3 There are supportive staff to implement cooperative learning

4 There is no adequate orientation’s and guidance for student in

there cooperative group

5 There is a good relationship between teachers and students in

implementing cooperative learning

6 There is no sufficient time to implement cooperative learning

7 Seats are suitable to employ cooperative learning method

42
Part IV. Open ended questions

Direction: Please give your response in space provided

What are the factors that affect the implementation of cooperative learning
________________________________________________________________________
________________________________________________________________________
_____________________________________

What was the solution to overcome those challenge facing in implementation cooperative
learning?
________________________________________________________________________
________________________________________________________________________
_____________________________________________________

43