New Perspectives in Science Education

Edition 13

Accepted Abstracts

Effects of Cooperative Active Learning Experiences on Achievement, Attitudes, and Behaviours in Biology

Amnah Alraddadi, University of Limerick (Ireland)

Audrey O’ Grady, University of Limerick (Ireland)


In recent years, many reforms have attempted to promote new learning strategies, such as active learning, Inquiry-based learning, and Problem-based learning. One approach to active learning is cooperative learning, which has social advantages and academic benefits. Cooperative learning can develop different skills and it also lays a solid foundation for learning leadership, making decision, mutual trust, social skills, and connection among students. This method depends on working in a heterogeneous team in which learners work as a team to develop and broaden their skills and other team members. The most widely accepted definition of cooperative learning which is applied in higher instruction is likely that of the Johnson and Johnson “Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning” (Johnson & Johnson, 2013).

The aim of this research is to determine the impact of the implementation of cooperative learning on the achievement, attitude, and behaviour of first-year biology students. This study will take place at the University of Limerick, and it will involve students from their first year of Biology teacher education programme. There are three featured phases of this investigation. Phase one involves the exploration of students’ attitude, achievement and behaviour, and views toward biology subjects as well as cooperative learning to design and distribution of identification instrument. In order to achieve the research aims, a mixed method approach will be used. Quantitative method will be applied through cooperative learning, perception, questionnaire, and academic achievement and attitude of first-year life science students. Phase two of this investigation involves the design and development of different cooperative learning strategies as well as the development of an intervention programme for first-year students in the University of Limerick. Finally, phase three involves the investigation of the effect of cooperative learning through the implementation of the intervention programme and distribution of pre and post-test to experimental and control group. The qualitative method will be applied through interviews; interviews will be conducted with randomly selected first-year biology students in the experimental group.


[1] Fensham, Peter "Science education policy-making." Eleven Emerging Issues 2008.
[2] Andrew, M” Cooperative Learning Classroom Research”, Wiley, Chichester,, 1994.
[3] Johnson, David W., and Roger T. Johnson “Learning together and alone Cooperative, competitive,    and individualistic learning”, Allyn and Bacon,160 Gould Street, Needham Heights, MA 02194., 1999.
[4] Johnson, D. W., & Johnson, R. T” Cooperative, competitive, and individualistic learning    environments”, International guide to student achievement, 2013, 372-375.
[5] Wendel, Viktor, et al. "Designing collaborative multiplayer serious games for collaborative learning."  Proceedings of the CSEDU 2012.
[6] Zea, Natalia Padilla, et al. "Design of educational multiplayer videogames: A vision from collaborative learning." Advances in Engineering Software, 2009: 1251-1260.
[7] Johnson, David W., and Roger T. Johnson. "Social interdependence theory and cooperative learning: The teacher's role." In The teacher’s role in implementing cooperative learning in the classroom, pp. 9-37. Springer US, 2008.
[8] Zakaria, Effandi, Lu Chung Chin, and Md Yusoff Daud. "The effects of cooperative learning on students’ mathematics achievement and attitude towards mathematics." Journal of social sciences, 2010: 272-275.
[9] Tran, Van Dat. "Theoretical perspectives underlying the application of cooperative learning in classrooms." International Journal of Higher Education, 2013.‏
[10] Johnson, David W., and Roger T. Johnson. "An educational psychology success story: Social interdependence theory and cooperative learning." Educational researcher, 2009: 365-379.
[11] Li, M., & Lam, B. “Cooperative learning”, (2005).
[12] Cooper, R & Slavin, R. "Improving intergroup relations: Lessons learned from cooperative learning programs." Journal of Social issues 55.4 (1999): 647-663.
[13] Van Wyk, Micheal M. "The effects of Teams-Games-Tournaments on achievement, retention, and attitudes of economics education students." Journal Social Science 26.3 (2011): 183-193.
[14] Borich, Gary D. Effective Teaching Methods: Research-Based Practice, 7/e. Pearson Education India, 2011.
[15] Slavin, Robert E. "Instruction based on cooperative learning." Handbook of research on learning   and instruction (2011): 344-360.
[16] Richardson, Judy S., Raymond F. Morgan, and Charlene Fleener. Reading to learn in the content areas. Cengage Learning, 2012.
[17] Knight, George P., and Elaine Morton Bohlmeyer. "Cooperative learning and achievement: Methods for assessing causal mechanisms." (1990).
[18] Shachar, Hanna, and Shlomo Sharan. "Cooperative learning in the heterogeneous Israeli classroom." International Journal of Educational Research 23.3 (1995): 283-292.
[19] Lord, Thomas R. "101 reasons for using cooperative learning in biology teaching." The American Biology Teacher 63.1 (2001): 30-38.

Back to the list


Reserved area

Media Partners:

Click BrownWalker Press logo for the International Academic and Industry Conference Event Calendar announcing scientific, academic and industry gatherings, online events, call for papers and journal articles
Pixel - Via Luigi Lanzi 12 - 50134 Firenze (FI) - VAT IT 05118710481
    Copyright © 2024 - All rights reserved

Privacy Policy