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ICTs in Basic Education: The First National Congress
ICT AND COOPERATIVE LEARNING:
REINVENTING THE CLASSROOM
Renante P. Manlunas
University of the Philippines Cebu College
Professional Education Division
High School Program
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
Introduction
This paper presents a case study on the impact of the use of Information
and Communication Technology (ICT) as a tool, and cooperative learning
(CL) as a pedagogical approach to the delivery of curricular content.
The main objective of this study was to show that the use of ICT in the
classroom should be coupled with sound pedagogical approaches in order
to maximize the positive effects of technology integration in the learning
process.
The effective use of technology in education requires thought,
experimentation, and a willingness to spend time needed to develop and
refine strategies until they are proven to be effective.” Thus, a successful
integration of technology in education requires a rethinking of the ways in
which learning is being facilitated together with the readiness and patience
to explore new ways of teaching. The education process must be based on
a model that is appropriate for an information–driven society.
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
Traditional Teaching Vs. Cooperative Learning
Traditional teaching is a method of learning that
views the classroom environment as one where the
role of the teacher is to simply give information to
students. The goals are predominantly individualistic
Cooperative learning (CL) is the instructional use of
small groups through which students work together
to maximize their own and each others learning. In
this type of classroom environment, the students
interact with their groups and perform task–oriented
activities designed by the teacher.
Traditional learning is teacher–centered, a cooperative classroom is student–
centered
The effectiveness of cooperative learning lies in the core concepts being
promoted: positive interdependence, individual accountability, equal opportunities
for success and improvement of social skills. The role of the teacher is that of a
facilitator and ensures that learning activities are carried out by each of the
cooperative learning groups.
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
Cooperative Learning w/ TGT
In this study, the experimental group (CLM) used the Teams–Games–
Tournaments cooperative learning method. TGT, originally developed by
David DeVries and Keith Edwards, was the first and oldest of the Johns
Hopkins University cooperative learning methods.
TGT provides an added dimension of fun and excitement through the
utilization of academic games and tournaments.
In TGT, students are assigned to three or
four–member teams that are mixed in
performance and gender. The teacher presents
the lesson and then students work with their
teams to ensure that all the members have
mastered the lesson. The students then play
academic games and tournaments either
weekly or at the end of the unit.
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
Classroom Organization
The study was composed of 2 groups – the Non-Cooperative Learning
Method (NCLM) group, with 34 students and the Cooperative Learning
Method (CLM) group, with 33 students.
Both groups used ICT in the Geometry class.
The CLM group also used the TGT cooperative learning method.
Each group had ten subgroups used to facilitate group–based classroom
activities. The criteria for group creation was based on the previous
academic performance of the students. A three or four–member SG
represents a cross–section of the class in terms of their academic abilities.
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
ICT Integration in the Learning Methods
1. Setting up of UP High School in Cebu Virtual Learning Environment
(UPHS-VLE) – http://www.cebu.upv.edu.ph/uphs/vle/
UPHS-VLE used the Modular
Object-Oriented Dynamic
Learning Environment
(MOODLE) – an opensource
program for creating online
learning management
systems. UPHS-VLE also used
the Apache Web Server,
MySQL Database and PHP.
The available features of
UPHS–VLE are: (1) Forums,
(2) Journals, (3) Quizzes, (4)
Resources, (5) Choices, (6)
Surveys, (7) Assignments, (8)
Chats, and (9) Workshops
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
ICT Integration in the Learning Methods
2. Webquest
A WebQuest," according to Bernie
Dodge, the originator of the
WebQuest concept, "is an inquiry–
oriented activity in which most or
all of the information used by
learners is drawn from the Web.
WebQuests are designed to use
learners' time well, to focus on
using information rather than on
looking for it, and to support
learners' thinking at the levels of
analysis, synthesis, and
evaluation."
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
ICT Integration in the Learning Methods
3. Use of MS Powerpoint Presentations in Games and Tournaments
Implementation of TGT was modified through the use of computers and a
presentation program called Microsoft Powerpoint. Instead of creating 400
cards for a 10–table and 20–item game, a presentation was created using
the built-in features of the software. After the file was created, the
presentation was copied in each of the 10 computers.
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
ICT Integration in the Learning Methods
4. Other ICT integration initiatives
Online Puzzles
Graphing Calculator Software
Yahoo Group and e-mail
Internet Research
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
Survey Results
 A pre–test and a post–test were administered before and after the study to
determine the impact of cooperative learning on student achievement. The
two groups in the study were (1)NCLM – students using ICT only and
(2)CLM – students using both ICT and TGT cooperative learning method
 The assessment instrument consisted of 35 standardized multiple choice
items in Geometry.
Comparison of Mean Scores Obtained by NCLM and CLM Groups in the
Pre–Test
Groups
N
Mean
NCLM
34
16.94
CLM
33
18.09
Difference
Between Means
Computed
t–value
Critical t–value
at p=0.05
1.15
1.10 *
1.96
* - not significant
Performance of the NCLM and CLM groups in the pre-test are comparable
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
Survey Results
Comparison of Mean Scores Obtained by NCLM and CLM Groups in the Post–Test
Groups
NCLM
N
Mean
34
25.56
Difference
Between Means
Computed
t–value
Critical t–value
at p=0.05
2.99
2.90**
1.96
CLM
33 28.55
- significant
**
Performance of the CLM group is significantly better than the NCLM group in the posttest.
Mean Gains in the Pre–Test and Post–Test Obtained by NCLM and CLM
Critical
Pre–Test Post–Test Mean
Std.
Computed
Groups N
t–value at
Means
Means
Gain Deviation
t–value
p=0.05
NCLM
34
16.94
25.56
8.62
4.71
10.67**
1.96
CLM
33
18.09
28.55
10.45
4.96
12.10**
1.96
** - significant
Performance of the NCLM and CLM groups improved significantly after going through
the two learning methods.
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
Survey Results
Comparison of Mean Gains Obtained by NCLM and CLM
Groups
N
Mean
Gains
NCLM
34
8.62
CLM
33
10.45
* - not significant
Difference
Between
Means
Computed
t–value
Critical t–value
at p=0.05
1.84
1.55*
1.96
The mean gains of the CLM group is higher than the NCLM group. This shows
that the level of improvement of students using ICT and TGT is better than
students who were using ICT only.
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
Survey Results
Comparison of NCLM Pre–Test and Post–Test Mean Scores Against the Passing Score
Groups
N
Pre–Test
Means
Passing
Score
Mean
Difference
Computed
t–value
Critical t–value
at p=0.05
Pre–Test
34
16.94
18
1.06
1.35
1.96
Post–Test
34
25.56
18
7.56
9.46**
1.96
Comparison of CLM Pre–Test and Post–Test Mean Scores Against the Passing Score
Groups
N
Pre–Test
Means
Passing
Score
Mean
Difference
Computed
t–value
Critical t–value
at p=0.05
Pre–Test
33
18.09
18
0.09
0.13
1.96
Post–Test
33
28.55
18
10.55
16.26**
1.96
** - significant
The performance of the students in both learning environments improved
significantly.
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
Conclusion
The study showed a significant improvement in the performance of the students
upon completion of the learning activities. In both of these cooperative and non–
cooperative environments, ICT has been integrated into the activities of the
students. Group–based learning activities were designed to address the prevailing
scarcity of computing resources and create an environment that fosters
collaboration among the students. ICT–enhanced learning challenges the
teachers to develop innovative teaching strategies that can improve student
learning.
It should be emphasized that reinvention of the classroom and ultimately the
school does not end with the provision of ICT resources. Computers alone will not
significantly improve learning outcomes. The application of technology in the
classroom should be within the framework of applying effective pedagogical
approaches. This study has shown that the combination of ICT and cooperative
learning methods proved to be more successful in terms of student achievement.
ICTs in Basic Education: The First National Congress
ICT AND Cooperative Learning: Reinventing the Classroom
THANK YOU !!!