A quasi-experimental study on the effects of cooperative learning activities in reading classes

Abstract

The aim of this study is to investigate the impact of cooperative learning activities on students? achievement in EFL reading classes and students? attitudes towards cooperative learning. Possible differences in attitudes and scores in terms of gender are also investigated. Besides, the effect of cooperative learning on learners? self esteem is investigated. The study was conducted with one control and one experimental group. In total, 51 students participated in the study. Before the implementation of the treatment, a pre-test was given to both groups. The experimental group was instructed using four types of cooperative learning activities. The control group was taught using the traditional method. At the end of the four-week process, a post test was administered to both groups. A questionnaire was administered to the experimental group after the four-week treatment. Semi-structured interviews were also conducted with six purposefully selected students. Pre-test and post-test scores of both groups were analyzed by t-tests. According to the results of these tests, a significant difference after the treatment was found between the control group and the experimental group. The experimental group performed significantly better than the control group at post-test. Questionnaire data was analyzed through the SPSS. Gender was found to have no significant influence on students? attitudes towards cooperative learning and achievement. The interviews were analyzed through qualitative content analysis. Data collected in student interviews and the questionnaire reveal that students have positive attitudes towards cooperative learning. In addition, students reported that their self-esteem increased through cooperative learning activities.Key words: Cooperative learning, self-esteem, reading