THE EFFECTS OF COOPERATIVE LEARNING ON STUDENTS' SELF-ESTEEM
DOI:
https://doi.org/10.46827/ejsss.v0i0.95Nøgleord:
cooperative learning, self-esteem, studentsResumé
The purpose of this study was to investigate the effects of cooperative learning on students' self-esteem. The research method was causal-comparative. The study population consisted of all female students (3450 people) in secondary schools of Sanandaj city that who were studying in the schools of this city at the academic year 2015-2016. According to the study was quasi-experimental studies, students were classified into two distinct groups trained and untrained 25 people. These students were selected by using stratified cluster random sampling. To collect the data, first 5 lessons were trained (religious life, social studies, English, science, mathematics) by used cooperative learning methods for 10 weeks. Then, data were collected by using standard questionnaire esteem of Rozengerg (1965) and the average score of students before and after the implementation of cooperative learning methods. Validity and reliability has been confirmed in several preceding studies. After data collection, independent t tests were used to test the research hypotheses. It should be noted that all the statistical analysis and confidence was fulfillment by using SPSS software version 22 in error level 0.05. The results of the analysis of findings showed that the cooperative learning has a significant impact on students' self-esteem. In general, skill teachers are used of group processes to enhance students' self-esteem. One of these processes is celebrating of unison the gathering and students' constructor interaction together within class that is known as cooperative learning.
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