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Rehman et al.39

Cooperative Approach. Data in Table 2 presents the extent of students’ likeness to the rationale of their preferences in cooperative approach. It seems apparent from data in Table 2 that students characterize cooperative approach having more opportunity to work deeply followed by the notion of increasing the quality of work because of individual expertise. Also, more than half of the students agreed to the notion that cooperative approach gives students a good feeling because of taking less responsibility. While almost half of the students (48.8%) did not consider ‘opportunity to freedom of work’ as a reason for choosing cooperative approach. Therefore it can be concluded from students’ perspectives that they prefer cooperative approach for working intensively with individual expertise that may improve the quality of group work.

Table 2

Rationale of Students’ Preferences in Cooperative Approach

Cooperative Approach

SA (%)

A (%)

U (%)

D (%)

SD (%)

provides students more opportunity to work deeply

79.5

18.1

2.4

-

-

increase the quality of work, because the task can be distributed according to individual's skill

45.5

43.2

9.1

1.1

1.1

gives more output in less time and labor

36.0

41.5

14.6

4.5

3.4

gives a good feeling to students because of taking less responsibility

26.2

25.0

17.0

15.9

15.9

provides students a freedom of work

17.0

16.0

18.2

13.6

35.2

The percentages are calculated among the respondents who preferred cooperative approach. SA= Strongly agree; A = Agree: U= Undecided; D = Disagree; SD = Strongly disagree

Collaborative Approach. Data in Table 3 presents the extent of students’ likeness to the rationale of their preferences in collaborative approach. Table 3 appears to indicate that students who prefer collaborative approach considered opportunities to co-construct their naïve ideas as a very strong reason (90.6%). Students also considered opportunity to build overall scanned ideas on the entire topic from this approach as another very strong reason (89.9%) in preferring the collaborative approach.  These results seem to indicate that the students who prefer collaborative approach are likely to be involved in constructivist learning.

Table 3

Rationale of Students’ Preferences in Collaborative Approach

Collaborative approach

SA (%)

A (%)

U (%)

D (%)

SD (%)

provides students an opportunity to build their ideas on entire topic

60.9

29.0

8.7

     -

1.4

gives a scope to raise different opinion

5.3

18.4

43.4

23.7

9.2

make students co-construct their ideas, hence a clarity in understanding is possible

60.0

30.6

6.7

2.7

-

The percentages are calculated among the respondents who preferred collaborative approach. SA = Strongly agree; A = Agree: U= Undecided; D = Disagree; SD = Strongly disagree

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