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.
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