Perceptions and Practices of Cooperative Learning in Preparatory Schools of East Hararge Zone, Oromiya Regional State, Ethiopia

Abstract

The rationale behind this research was to investigate the perceptions and practices of cooperative learning (CL) in preparatory schools of east Hararge zone. In order to achieve this intention, descriptive survey research design was employed. The total of population of the study was 6045 of which 140 teachers and 334 students were incorporated in the sample via stratified random sampling. In addition to this, 12 supervisors were considered as a sample by using available sampling technique. Moreover, the combinations of both purposive and available sampling techniques were used to involve 12 principals in to the sample. As an instrument to collect necessary data questionnaire, semi-structured interview, document analysis and observation checklist were utilized  The analysis of quantitative data was carried out by using percent and mean while qualitative data was analyzed using explanation. T-test was also used to distinguish whether or not significant difference exists between teachers and students regarding their perception on CL.  The result of the study showed that, the perception of both teachers and students towards the benefits of CL was neither positive nor negative. Regarding the practice of CL, the study indicated that: students, teachers and principals were sometimes (moderately) performing their roles. As a result, it is suggested that, school leaders in cooperation with woreda and zonal educational officials need to attentively follow up teachers’ progress of practicing CL and facilitate trainings by focusing on how to apply CL as a method of instruction in classroom.

Keywords: Cooperative learning, Implementation, Perceptions, Practices