Κατεύθυνση Εφαρμοσμένη Παιδαγωγική: Διδακτική - Προγράμματα Σπουδών
Library of the School of Education

2019-06-05

2019

Tsoutsou Despina

Επιβλέπων: Σταύρου Νεκτάριος, Επίκ. Καθηγητής Σ.Ε.Φ.Α.Α./Ε.Κ.Π.Α.
Μέλη: Μπαμπάλης Θωμάς, Καθηγητής Π.Τ.Δ.Ε./Ε.Κ.Π.Α.
Τσώλη Κωνσταντίνα, Επίκ. Καθηγήτρια Π.Τ.Δ.Ε./Ε.Κ.Π.Α.

Ο ρόλος της ομαδοσυνεργατικής διδασκαλίας στη διαμόρφωση του σχολικού κλίματος στην Πρωτοβάθμια Εκπαίδευση

Greek

The role of cooperative learning in the formulation of school climate in Primary Education

Cooperative teaching method constitutes the teaching expression of the modern and current type of school, which will seek to develop integrated and autonomous democratic citizens, using alternative and innovative teachings methods . The current thesis aims to examine the impact of the cooperative teaching method, having as goal to educate students by using the cooperative teaching in the classroom environment. Particularly, the aim of the thesis is to examine the effect of the cooperative teaching method in the formulation of the classroom climate in primary school students. A total of forty one (41) students of the 6th grade of the Primary Education volunteered to participate in the current study. In more detail, twenty-one (21) students constitute the experimental cooperative teaching method group, while twenty (20) students formed the group of traditional teaching - control group. The students filled in the Classroom Life Measure and the State-Trait Anxiety Inventory.
The implementation of the
intervention program (cooperative teaching method) lasted five months, starting from November 2018 and ending on April 2019. The students of both the experimental group and the control group completed the aforementioned self-report instruments before commencement (initial measurement , pre-test) and after the end of the program (final measurement, post-test). The instruments indicated acceptable validity and reliability. The results didn’t show any significant differences between the cooperative and traditional teaching methods in the initial measurement. However, in the final measurement, the students of the cooperative method showed significantly higher teacher academic and personal support, as well as cohesion, coopearation within the classroom environment, as well as educational self-esteem. In addition, significant intercorrelations revealed among the aforementioned factors . On the other hand, the students of the experimental group experienced a significant reduction in individual and competitive learning between the initial and the final measurement.
Also, the girls showed significantly higher positive changes in the final measure compared to the boys in the elements of the classroom climate. Finally, alienation as well as individual and competitive learning have revealed a negative correlation with the rest factors of the school climate measure. In conclusion, it seems that the cooperative teaching method showed a significantly higher positive effect in the formulation of the classroom climate and it is recommended that it be applied for a longer period and at different levels of education.

Education

cooperative learning, experimental study, school climate

No

0

Yes

84

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https://pergamos.lib.uoa.gr/uoa/dl/object/2875588