Teachers’ Perceptions and Practices of Collaborative Learning Instructions in Mathematics and Science Classroom

Mamo Shigute Wameko, Tamiru Abera
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Abstract


The aim of this study was to investigate instructors’ perceptions and practices of collaborative learning approach in teaching mathematics and science, assess the extent to which instructors’ perceptions influence their practices and identify factors affecting the implementation of collaborative learning. To conduct the study, descriptive survey design was employed. 76 instructors selected purposively and participated in the study and 70 of them completed the questionnaires. This was complemented by a qualitative approaches that used observation checklists and interviews for data gathering: seven lessons was observed while the instructors were teaching in the actual classes. In addition, semi-structured interviews were conducted with seven instructors. The data were analyzed using percentages and mean. The findings of the study revealed that the respondents have perceived collaborative learning positively. In spite of their good perceptions, their practices of collaborative learning are low. Among the major factors affecting the implementation of collaborative learning were instructors’ tendency toward the traditional/lecture method, lack of students’ interest, shortage of time, lack of instructional material and large class size. Finally, the study recommended that in-depth training on knowledge and implementation of collaborative learning approaches must be provided by the university. Moreover, the classroom conditions and instructional materials that may help to implement collaborative learning approaches must be provided.


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References


Wameko, M. S., & Abera, T. (2019). Teachers’ perceptions and practices of collaborative learning instructions in mathematics and science classroom. Journal of Research in Education, Science and Technology, 4(2), 76-86.


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Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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