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The Effectiveness of Cooperative Learning in Enhancing Student Participation among Grade 10 English Students in Jordanian Public Schools

Year: 2025
Type: article
Study design: Clinical Trial
Abstract: This study responded to the problem of classroom participation among Jordanian public school students, whose education has been mainly teacher-centered and has constrained students' learning autonomy. This study seeks to explore the impact of cooperative learning methods for increasing classroom participation among Grade 10 students. A quasi-experimental pretest-posttest design was applied with 80 participants labeled as an experimental group (40 participants) and a control group (40 participants). The treatment group received cooperative learning approaches, including Think-Pair-Share (TPS), Numbered Heads Together (NHT), and Teams Games Tournament (TGT), while the control received regular instruction. Measures that were used to collect data included a 10-item observation checklist questionnaire, a 15-item student self-report questionnaire, and teacher reflection logs. The finding suggested that the experimental group had a marked improvement in mean participation, from 1.9 to 3.2 (+1.3 or +68.4%), while the control group had a minimal increase from 1.8 to 2.1 (+0.3 or +16.7%). A separate-samples t-test likewise determined that the improvement in the experimental group was significant (p < 0.05), and the students demonstrated more confidence and responsibility. In general, the application of cooperative learning techniques greatly increased student participation, which was a welcome change in the Jordanian academic setting, especially English lessons. However, study limitations include overreliance on subjective rating, single-site design, and self-reporting by teachers, with suggestions for future research including the incorporation of objective performance measures and exploration of digital substitutes to increase ease of deployment.
DOI: 10.21533/pen.v13.i4.1285
Language: English
Field: Psychology
Open Access status: diamond
OpenAlex ID: W4416777083
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