EFFECTIVENESS OF COLLABORATIVE LEARNING ON READING COMPREHENSION
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Author(s):
KIRANKUMAR B. SOLANKI , DR. PARESH B. ACHARYA
Vol - 10, Issue- 5 ,
Page(s) : 234 - 241
(2019 )
DOI : https://doi.org/10.32804/IRJMSH
Abstract
This study aims to investigate the effects of using Collaborative learning to enhance the English reading comprehension by comparing the Collaborative learning instruction and traditional lecture instruction on ninth-grade students from a secondary school of Anand district. The students were divided into two groups: experimental group (36 students selected randomly) and control group (36 students selected randomly).The students in experimental group received the collaborative learning treatment, while students in control group received no treatment, but worked in a traditional classroom environment. Each student spent approximately two weeks in either a class using collaborative learning strategies or one that did not. Collaborative learning activities were incorporated ten to twelve class periods per week. Both groups were administered English-reading achievement tests. The data were analyzed by means, standard deviations and t tests. The findings indicate statistically significant differences in favor of Collaborative learning instruction on English reading comprehension, particularly among students attending tuition class and not attending tuition class for English and students whose parents are engaged in agriculture and whose parents are engaged in services. Collaborative learning instruction also created a significantly positive effect on student motivation toward learning English reading. In conclusion, we strongly suggest teachers use Collaborative learning instruction in English subject at secondary school level.
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