The Status and Effectiveness of Cooperative Learning Strategies at Haramaya University: A Case Study of the College of Education and Behavioral Sciences

This study assessed the status of cooperative learning strategies at Haramaya University, focusing on the College of Education and Behavioral Sciences. A qualitative research design was employed, utilizing interviews, focus group discussions (FGDs), and observations for data collection. The study involved 80 participants, including students from four departments, department heads, the college dean, and the Academic Assessment and Quality Assurance director. Third-year students were specifically chosen for their relevant experience with cooperative learning. Findings indicated that the implementation of cooperative learning strategies has significantly declined and become ineffective since the COVID-19 outbreak. Key factors contributing to this decline included distancing policies, lack of commitment, instructor workload, additional administrative duties, student interest, time constraints, inadequate supervision, lack of awareness, poor classroom facilities, and insufficient support. The study emphasizes the importance of cooperative learning for enhancing student performance, suggesting that students benefit from peer learning at their own pace rather than solely from instructors. It calls for all stakeholders, including students and administrative bodies, to prioritize the effective practice and implementation of cooperative learning strategies.

Cooperative learning, status, effectiveness, strategy, practice, implementation

1. Aliem, R., Sabry, S., & MohyEl-Deen, H. (2019). Utilization of jigsaw cooperative learning strategy on maternity nursing students' attitude and achievement. American Journal of Nursing Science, 8(6), 361. https://doi.org/10.11648/j.ajns.20190806.22 [Google Scholar] [Crossref]

2. Awofala, A. and Lawani, A. (2020). Examining the efficacy of co-operative learning strategy on undergraduate students’ achievement in mathematics. Ijpte International Journal of Pedagogy and Teacher Education, 4(1). https://doi.org/10.20961/ijpte.v4i1.33402 [Google Scholar] [Crossref]

3. Chen, L. (2023). Internet of things (iot) based investigation between instructors' insight of constructivist learning theory and learners performance analysis in higher vocational accounting training. International Journal on Recent and Innovation Trends in Computing and Communication, 11(6s), 217-227. https://doi.org/10.17762/ijritcc.v11i6s.6824 [Google Scholar] [Crossref]

4. Chen, Q. (2023). The influence of constructivist learning style on college students' learning of basic subjects. Lecture Notes in Education Psychology and Public Media, 22(1), 327- 334. https://doi.org/10.54254/2753-7048/22/20230334 [Google Scholar] [Crossref]

5. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage. [Google Scholar] [Crossref]

6. https://www.scirp.org/reference/referencespapers?referenceid=1529808 [Google Scholar] [Crossref]

7. Creswell, J. W. (2009). Sage Publications, Inc. https://psycnet.apa.org/record/2008-13604-000 [Google Scholar] [Crossref]

8. Dooly, M., Moore, E., & Vallejo, C. (2017). Research ethics. Research-Publishing. Net. [Google Scholar] [Crossref]

9. https://eric.ed.gov/?id=ED573618 [Google Scholar] [Crossref]

10. Hatami, S. (2012) Learning Styles. ELT Journal, 67, 488-490. - References - Scientific Research Publishing. (n.d.). https://www.scirp.org/reference/referencespapers?referenceid=2960215 [Google Scholar] [Crossref]

11. Hiko, M. K. (2014). Cooperative Learning Practices in College of Education and Behavioral Sciences in Haramaya University, Ethiopia. International Journal of Science and Research (IJSR), 3(11). https://www.ijsr.net/archive/v3i11/U1VCMTQzMw==.pdf [Google Scholar] [Crossref]

12. Kim, H. and Kim, B. (2022). Effects of situation-based flipped learning and gamification as combined methodologies in psychiatric nursing education: a quasi-experimental study. Healthcare, 10(4), 644. https://doi.org/10.3390/healthcare10040644 [Google Scholar] [Crossref]

13. Toklucu, S. and Tay, B. (2016). The effect of cooperative learning method and systematic teaching on students’ achievement and retention of knowledge in social studies lesson. Eurasian Journal of Educational Research, 16(66), 1-35. https://doi.org/10.14689/ejer.2016.66.18 [Google Scholar] [Crossref]

14. Tjora, A. H. (2006). Writing small discoveries: an exploration of fresh observers’ observations. Qualitative Research, 6(4), 429–451. https://journals.sagepub.com/doi/10.1177/1468794106068012 [Google Scholar] [Crossref]

15. Korres, K. (2019). Multivariable analysis methods on identifying factors and groups of students in the environment of the discovery learning/constructivistic approach using cognitive tools. European Journal of Engineering and Technology Research, 7-12. https://doi.org/10.24018/ejers.2019.0.cie.1289 [Google Scholar] [Crossref]

16. León, A., Camacho-Lazarraga, P., Guerrero-Puerta, M., Puerta, L., Alías, A., Aguilar-Parra, J., … & Trigueros, R. (2021). Development and validation of a questionnaire on motivation for cooperative playful learning strategies. International Journal of Environmental Research and Public Health, 18(3), 960. https://doi.org/10.3390/ijerph18030960 [Google Scholar] [Crossref]

17. Lu, Y., Liu, W., Wu, T., Sandnes, F., & Huang, Y. (2019). A study of problem solving using blocks vehicle in a steam course for lower elementary levels., 49-57. https://doi.org/10.1007/978-3-030-35343-8_6 [Google Scholar] [Crossref]

18. Neuman, G. A., & Wright, J. (1999). Team effectiveness: beyond skills and cognitive ability. Journal of Applied Psychology, 84(3), 376. https://psycnet.apa.org/record/1999- 05190-006 [Google Scholar] [Crossref]

19. Nii Laryeafio, M., & Ogbewe, O. C. (2023). Ethical consideration dilemma: systematic review of ethics in qualitative data collection through interviews. Journal of Ethics in Entrepreneurship and Technology, 3(2), 94–110. https://www.emerald.com/insight/content/doi/10.1108/jeet-09-2022-0014/full/html [Google Scholar] [Crossref]

20. Opdenakker, R. (2006). Advantages and disadvantages of four interview techniques in qualitative research. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research,7(4).https://www.qualitative-research.net/index.php/fqs/article/view/175 [Google Scholar] [Crossref]

21. Palmer, G., Peters, R., & Streetman, R. (2017). Ch. 7 Cooperative Learning. Instructional Methods, Strategies and Technologies to Meet the Needs of All Learners. [Google Scholar] [Crossref]

22. https://dev.pressbooks.usnh.edu/teachingdiverselearners/chapter/cooperative-learning-2/ [Google Scholar] [Crossref]

23. Riener, C., & Willingham, D. (2010). The myth of learning styles. Change: The Magazine of Higher Learning, 42(5), 32–35. https://doi.org/10.1080/00091383.2010.503139 [Google Scholar] [Crossref]

24. Rossman, G. B., & Rallis, S. F. (2010). Everyday ethics: Reflections on practice. International Journal of Qualitative Studies in Education, 23(4), 379–391. https://psycnet.apa.org/record/2010-15238-001 [Google Scholar] [Crossref]

25. Rivera-Pérez, S., Fernández-Río, J., & Gallego, D. (2020). Effects of an 8-week cooperative learning intervention on physical education students’ task and self-approach goals, and emotional intelligence. International Journal of Environmental Research and Public Health, 18(1), 61. https://doi.org/10.3390/ijerph18010061 [Google Scholar] [Crossref]

26. Seyoum, Y., & Molla, S. (2022). Research Article Teachers’ and Students’ Roles in Promoting Cooperative Learning at Haramaya, Dire Dawa, and Jigjiga Universities, Ethiopia. https://onlinelibrary.wiley.com/doi/10.1155/2022/7334592 [Google Scholar] [Crossref]

27. Sternberg, R. J. (1999). The theory of successful intelligence. Review of General Psychology, 3(4), 292–316. https://journals.sagepub.com/doi/10.1037/1089-2680.3.4.292 [Google Scholar] [Crossref]

28. Torre, D., Daley, B. J., Picho, K., & Durning, S. J. (2017). Group concept mapping: An approach to explore group knowledge organization and collaborative learning in senior medical students. Medical Teacher, 39(10), 1051–1056. https://doi.org/10.1080/0142159x.2017.1342030 [Google Scholar] [Crossref]

29. Trần, V. (2019). Does cooperative learning increase students’ motivation in learning?. International Journal of Higher Education, 8(5), 12. https://doi.org/10.5430/ijhe.v8n5p12 [Google Scholar] [Crossref]

30. Wiles, R. (2012). What are qualitative research ethics? Bloomsbury Academic. [Google Scholar] [Crossref]

31. https://library.oapen.org/bitstream/handle/20.500.12657/58724/9781849666534.pdf?s equence=1 [Google Scholar] [Crossref]

• Students' Perception Towards Artificial Intelligence in Higher Education in India
• Strategic Leadership and Cybersecurity Readiness in Digitally Transforming Organisations
• Spatial Distribution of Tourism Infrastructure in Awka, Onitsha and Nnewi Urban Areas of Anambra State.
• Emerging Technologies, Education and Skill Development for A Sustainable Blue Economy in Nigeria.
• Quantum Dot–Based Solar Cells: Advancements, Challenges, and Future Prospects