Thinking Effects of Cooperative Learning Onstudent’s Higher Order
Christina Andin1, Azieyana Aziz2
1Christina Andin, Universiti Malaysia Sabah, Malaysia.
2Azieyana Aziz, Universiti Malaysia Sabah, Malaysia.
Manuscript received on 06 May 2019 | Revised Manuscript received on 18 May 2019 | Manuscript Published on 23 May 2019 | PP: 744-747 | Volume-7 Issue-6S5 April 2019 | Retrieval Number: F11290476S519/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: This study examines the effect of cooperative learning on developing students’ higher order thinking in the Economic subject. The pre-post of control and experimental group was used as the design of this study. The samples involved 62 form four students from three secondary schools.In each school, students were thenseparated intocontrol and experimental groups. The experimental group was taught using multiple cooperative learning activities for 3 weeks (24 hours). For the same periods, conventional learning strategies were performed with the control group. The pre-test was administered to both groups before the treatment. After the treatment, a posttest was given to both groups for measuring the difference in higher order thinking scores between the two groups. The scores of post-test show a significant difference between control and the experimental group. The scores of post-test between experimental group before and after the treatment also show a significant difference. This study also found that there was a significant difference between the scores of the experimental group before and after treatment (p=.05). The finding of this study proposed that the acquisition of the high order thinking can be enhanced through cooperative learning activities.
Keywords: Higher Order Thinking Skills, Conventional Learning, Cooperative Learning.
Scope of the Article: Online Learning Systems