A Comparative Study of Grade 11 Students’ and Teachers’ Attitudes towards Cooperative Learning in Two International Schools in Phnom Penh

Authors

  • Rith Han Nou M.Ed. Candidate in Curriculum and Instruction, Graduate School of Human Sciences, Assumption University, Thailand.
  • Richard Lynch Ph.D. Asstitant Professor, Graduate School of Human Sciences, Assumption University, Thailand.

Keywords:

The ABC Model, Affective, Behavioral, Cognitive, Cooperative Learning, Social Cognitive Theory, Reciprocal Determinism, Self-Efficacy Beliefs, and Constructivism Learning Theory

Abstract

This research was conducted at two international high schools in Phnom Penh, in the school year 2016. The purposes were: 1) to determine the Grade 11 students’ attitudes towards cooperative learning; 2) to determine the Grade 11 teachers’ attitudes towards cooperative learning; 3) To determine if there was a significant difference between Grade 11 students’ and Grade 11 teachers’ attitudes towards cooperative learning. The study followed a quantitative research methodology employing both students’ and teachers’ questionnaires including three main elements of attitudes subscales (affective element, behavioral element, and cognitive element of the ABC model of attitude formation). The sample respondents were 337 Grade 11 students and 51 Grade 11 teachers at two international high schools in Phnom Penh. There were three main findings: 1) the overall level of Grade 11 students’ attitudes towards cooperative learning was highly positive; 2) the overall level of Grade 11 teachers’ attitudes towards cooperative learning was highly positive; 3) there was no significant difference between Grade 11 students’ and Grade 11 teachers’ attitudes towards cooperative learning. The article concludes with recommendations for practice and for future research.

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Published

2018-12-27