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Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2019 = 6.380, www.srjis.com PEER REVIEWED & REFERRED JOURNAL, JAN-FEB, 2020, VOL- 7/57

COOPERATIVE LEARNING: ATTITUDE OF TEACHERS Nirmala1 & Prof. P. K. Joshi2 1

Research Scholar, Department of Education, H N.B.G.(Central Uni.).Srinagar (Garhwal)

Prof. & HEAD, Department of Education, H N.B.G.(Central Uni.).Srinagar (Garhwal) Abstract

The author of this research study has found the attitude of teachers towards cooperative learning. The major aim of this study was to know the impact of gender and span of service on the attitude of teachers towards cooperative learning. In this study the researcher used a sample of 100 teachers of secondary schools level. A standardize tool was used to collect the data. To check out the attitude percentile was calculated. The findings revealed that gender and type of school management affect the attitude of teachers towards cooperative learning. Keywords: Cooperative Learning, Attitude of Teachers

Scholarly Research Journal's is licensed Based on a work at www.srjis.com Introduction The main goal of teaching is to bring out the desired learning in the students. According to Maria Montessori every child has a different speed of learning. Teaching strategy is the way which helps learners to learn. So it is so important we have to choose a strategy which achieves the all goals of learning. Antil (1998), Venmarv (2005), T. K. Pandey (2011), F. Gupta and S. Sharma (2012) are found that cooperative learning strategy is better than traditional teaching method. To understand the positive impact of Cooperative learning we have to know the basic principal of PIES. P indicates Positive Interdependence which creates mutual support among students and enhanced the frequent equality of peer tutoring. I indicate Individual Accountability which develops student’s participation and motivation to achieve. E indicates equal participation. All students are equally participated. S indicates simultaneous interaction student’s interaction will be increase when we include cooperative learning strategy. PIES are the inner soul of cooperative learning strategy which enhanced student’s achievement. According to Johnson & Johnson and Holdback (1994) “Cooperative learning is the instructional use of small groups through which students work together to maximize their own and other learning.” In classrooms where cooperative learning is practiced, student pursues learning in group of varying size, negotiating, initiating, planning and evaluating Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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together rather than working as individual. Students get the responsibility to create a learning community where all the students participate in significant and meaningful way. Review of related research In context of 1990 a national survey Puma (1993) found that 62 percent and Antil (1998), 81 percent teachers used regularly cooperative learning. In some experimental studies Venketeshwarlu (1995), Pandey (2011) carried out in their study cooperative learning method is better than the traditional method. During the experiment they found that cooperative learning strategy enhanced student’s creativity, achievement and motivation. Cooperative learning strategy also enhanced student’s learning and socialization Akhtal (2012). They are doing their task more interestingly and their learning is better than individual learning. F. Gupta and S. Sharma (2012) found that effect of cooperative learning approach as conventional method in mathematics of 100 class students using cooperative learning approach (jigsaw) method more effective than conventional method. Objective 1. To find out the attitude of teachers towards cooperative learning. Research question 1. What is the opinion of teachers regarding cooperative learning on the basis of gender and teaching experience? Research Methodology Method: Normative survey was used to achieve the objective of the present study. Population and Sample: The population of the study constituted of teachers in Garhwal region of Uttrakhand. The sample of the present study was selected from the 100 teachers of secondary schools of Dehradun district. For the selection of teachers random sampling was used. Tools To know the attitude of teachers towards cooperative learning, a self made questionnaire was. Delimitations of the study 

The present study delimited as under only schools of Dehradun selected for the study.

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Only the male and female teachers of govt. and private school taken for the study.

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100 teachers selected for the study.

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Table 1 showing the Percentage of the Opinion of Teachers towards the Cooperative Learning Strategy towards statement no. 1 S.No. Gender Response 1. Male 2. Female

Percentage Yes No 90 10 95 05

Teaching Experience Response Below 10 Years Above 10 Years

Percentage Yes No 95 5 90 10

Finding: 90 percent of male teachers, 95 percent of female teacher were interested to know about the cooperative learning, 95 percent Below 10 Years and 90 percent Above 10 Years Teaching Experience were interested know about the cooperative learning. 2. Do you feel that cooperative learning can be used in regular classroom. Table 2. Showing the percentage of the Opinion of teachers towards the Cooperative Learning Strategy towards statement no 2 S.No. Gender Response 1. Male 2. Female

Percentage Yes No 80 20 78 22

Teaching Experience Response Below 10 Years Above 10 Years

Percentage Yes No 85 15 75 25

Findings 80 percent of male and 78 percent of female agreed, while 20 percent of male and 22 percent of female disagreed with statement, while 85 percent of teachers with less than 10 years of experience, 75 percent of teachers with more than 10 years of experience, while only 15 percent and 25 percent of teacher with respective years of experience did not agreed with it, Maximum no of male teachers and female teachers were very positive towards the view that cooperative learning can be used in regular classroom. Similarly view was expressed by the teachers with different years of teaching experience few teachers who were more experienced have the view that it may clause the problem to the completion of the portion. 3. Do you feel that cooperative learning requires training before it is implemented? Table 3. Showing the Percentage of the Opinion of Teachers towards the Cooperative Learning Strategy towards statement no. 3. S.No. Gender Response 1. Male 2. Female

Percentage Yes No 80 20 75 25

Teaching Experience Response Below 10 Years Above 10 Years

Percentage Yes No 75 25 85 15

Findings 80 percent of male and 75 percent of female agreed, while 20 of percent male and 25 percent of female disagreed with statement, while 75 percent of teachers with less than 10 years of experience, 85 percent of teachers with more than 10 years of experience agreed with it. Majorly all teachers whether male or female, percentage or teacher with varied years Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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of teaching experience agrees that it requires training before it is implemented, this shows that all teacher believes that training is must for implementation of the technique. Conclusion and Suggestion 1. The entire sample of teaches whether male or female, teachers with different years of teaching experience showed interest in knowing more about cooperative learning this shows that there was positive attitude of the teacher about cooperative learning. 2. Majority of teachers whether, male or female, with varied years of teaching experience was in favor of introduction of cooperative learning in regular classroom reason behind this was they would learn in group and will be helped by other, but again all the teachers thought of only achievement in the subject, still the basic concept of cooperative leaning of developing the social skill was not clear to the teachers. 3. Majority of teachers feel that they require training when though they were exposed to the cooperative learning strategy, therefore the school should arrange for such training session in their school, or at governmental level such training programme should be arranged. References Felder1, Richard M. & Brent , Rebecca Cooperative learning. Department of Chemical Engineering, N.C. State University Jhonson & Johnson. (2002). Critical cooperative learning; critical thinking and learning :an encyclopedia for parents and teachers. Cooperative learning at university of Minnesota. As cited in Boob B. N. (2004).London: greenwood press. Kagan, S. (1992). Cooperative Learning (8th Ed.). San Juan Capistrano, CA: Kagan Cooperative Learning. Laxmi. (2005). A Comparative Study of STAD JIGSAW methods of cooperative learning on achievement motivation and achievement in English language. M.J.P. Rohilkhand University, Bareilly. (Unpublished thesis) Nagar, N & Agarwal, R. Cooperative learning: paving a way towards qualitative change in education. Gyan the journal of education. Vol.- 3.No. 2 & Vol. 4, No. 1, January- December 2007. P -29 to 32 Pandey, T. K. Effect of cooperative learning strategy on academic achievement, in social science, of elementary school children. Vision research journal of education. Vol. II, No. II, October 2011 Sharma, H. L. & Sharma S. Cooperative learning: highway to learning to live together. Indian journal of teacher education anweshika, NCTE. Vol. -5, No. 1, June 2008 Singh, A. (2013). A study of thinking styles of college students in relation to selected congnitive and noncongnitive factor. Shodh Ganga . Slavin, R.E.(1996). Coperative learning in Middle and Secondary schools. The clearing house, 69 (4), 200. Thomas, S. (2009). Effectiveness of cooperative learning on learning styles and academic performance in Mathematics learning at the upper primary level. Shodh Ganga. Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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Vin-Mbah Fidela l. Learning and Teaching Methodology. Journal of Educational and Social Research. Vol.2 (4) January 2012. Aggarwal, J.C. (2007). Essentials of Educational Psychology. New Delhi: Vikas Publishing House Pvt. Ltd. Amidon, Edmund J, and John B. Hough, (1967). Interaction Analysis – Theory, Research and application. London: Reading Massachusetts. Anastasia, A. (1988). Psychological testing. New York: Macmillan. Asubel, P.D., Novak, D.J., & Hanesian, H. (1998). Educational Psychology. Mexico: Trillas. Bandura A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. Best, W. John. and Kahn, V. James. (2006). Research in Education. New Delhi: Prentice Hall of India Pvt. Ltd. Bhat Nagar Suresh and Mullick Madhu, (2008). Development of Educational System in India . Meerut:Vinay Rakheja Lal Book Depot. Bhattacharyya K. Gouri and Richard A. Johnson (1977). Statistical Concepts and Methods. New York: JohnWiley& Sons, Inc. Good, C.V. (1973). Dictionary of Education. New York: Mc Graw Hill Book Company. Websiteswww.google.com www.wikipedia.org www.shodhganga.com