The relationship between cooperative learning, perception of social support, and academic achievement  

Oleh:

Ghaith, G.M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 30 no. 3 (Sep. 2002), page 263-273.
Fulltext: Ghaith_G.M.pdf (209.66KB)

Isi artikel

This article reports on an investigation into the relationship between cooperative learning, perceptions of classroom social support, feelings of alienation from school, and the academic achievement of university-bound learners of English-as-a foreign language (EFL). One hundred and thirty-five participants (73 males, 61 females, and one participant with missing gender data) enrolled in 10sections of an introductory English course at a private university in Lebanon participated in the study. The participants completed a modified version of the Classroom Life Measure [Johnson and Johnson, Journal of Social Psychology 120(1983), 77] and their responses were correlated with their academic achievement. Whereas the analysis of the data revealed that cooperative learning and the degree of academic support provided by teachers are positively correlated with achievement, learners’ feelings of alienation from school were found to be negatively correlated with achievement. Likewise, the analysis revealed that cooperative learning is positively correlated with the perceived degrees of academic and personal support provided by teachers and peers, but not correlated with the feelings of alienation from school. The results are discussed in light of previous research and with reference to the cultural context of the study.

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