A study of cooperative learning as an alternative instructional approach in science teaching: A perspective of teachers and students

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)


Institute for Educational Development, Karachi


The main purpose of my study was to explore the possibility of the implementation of cooperative learning approach as an alternative instructional strategy in science teaching. The study was conducted in three stages, Pre-intervention Intervention and Post-intervention, in one of the private secondary schools where three teachers and nine students voluntarily participated to provide relevant information. To gather the required information, semi-structured interview and observation techniques were used. The results of the study indicate that before my intervention, teachers mostly tended to use the 'transmission mode' of instruction in science classes in order to complete the science syllabus and for preparation of students in the examination. It was found that the teachers did not seem happy with their present mode of teaching science. Therefore, cooperative learning approach as an alternative instructional strategy was to be implemented in science teaching. During the intervention stage played a dual role as a 'mentor' and researcher. The findings show that the three participating teachers and nine students tended to exhibit a positive attitude towards the use of cooperative learning approach in teaching and learning science. The teachers and students thought that those students who were academically weak can benefit from this approach by collegial support. They also thought that this approach helped to enhance the level of student's participation in their learning activity which was geared towards confidence building. The study shows that the implementation of this approach was affected by the teachers' Iack of content knowledge, lack of resources such as equipment 'printed material' lack of professional support and by examination pressure ' on the whole, the teachers benefited from my mentoring but because of time constraints and examination pressures the teachers could not concentrate as much as was desirable. During my sessions with them. The teachers need to be encouraged and supported to reflect critically on the various classroom practices and their pedagogical consequence sift hey are to bring about' changes in the teaching learning process.

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