Introducing cooperative learning in social studies classrooms in the government school
Date of Award
8-1-1998
Document Type
Dissertation
Degree Name
Master of Education (M. Ed.)
Department
Institute for Educational Development, Karachi
Abstract
This study was conducted in one of the government secondary schools in Karachi. The purposes of this study were; a) to find out the existing teaching practice of social studies and its implications for learning in government secondary school; b) to explore the possibility of introducing cooperative learning as an alternate instructional approach in teaching social studies; and c) to understand the challenges which teachers face while introducing cooperative learning in social studies classrooms in government school. The study was divided into three parts. The first part dealt with an analysis of the existing practice of teaching of social studies. The second part focused on the introducing cooperative learning in the social studies classroom. The third part has related to identifying the potential constrains that affected the implementation of cooperative learning. An effort was also made to identify possibilities and constrains related to the implementation of cooperative learning in the government school. The findings of study suggest that the teachers found cooperative learning helpful in developing students' higher order thinking and social skills. The students were also able to work effectively in groups in order to share their ideas which served as a source of peer learning. This study further suggests that teachers need an adequate orientation in cooperative learning and strong school management support in order to introduce cooperative learning effectively in the government school.
Recommended Citation
Durrani, H. (1998). Introducing cooperative learning in social studies classrooms in the government school (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.