Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/14090
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dc.contributor.authorVenkatram Indraen_US
dc.date.accessioned2008-08-05T01:32:13Zen_US
dc.date.accessioned2008-10-20T11:24:25Z
dc.date.available2008-08-05T01:32:13Zen_US
dc.date.available2008-10-20T11:24:25Z
dc.date.copyright1999en_US
dc.date.issued1999en_US
dc.identifier.urihttp://hdl.handle.net/10356/14090
dc.description.abstractThe paper examines the effectiveness of co-operative learning approaches and traditional approaches on achievement, interpersonal relationships and academic self-concept in Economics on a group of boys in a junior college. The co-operative learning programme was implemented in two second year science classes over a period of seven weeks. The achievement outcome was measured using three tests: multiple-choice tests, data response tests and an essay test. The students in the co-operative group performed significantly better in both the multiple-choice test and the data response test. The performance of the group in the co-operative learning environment was better than the group in the traditional learning condition but the difference was not significant. With respect to inter-personal relationships and academic self-concept in Economics, significant effects of co-operative learning approaches over the traditional learning approaches was not found, though the results were in the desired direction, with the students in the co-operative learning environment showing a greater liking for their peers and the teacher as well as a more positive attitude towards Economics. The results of the study show some advantages of co-operative learning approaches over traditional approaches. They suggest that students can gain academically, socially and psychologically through the use of co-operative learning in the teaching and learning of Economics.en_US
dc.format.extent333 p.en_US
dc.language.isoenen_US
dc.subjectDRNTU::Social sciences::Education::Learning
dc.titleAchievement outcomes and affective outcomes of co-operative learning and traditional learning approaches on a group of junior college boys studying economicsen_US
dc.typeThesisen_US
dc.contributor.schoolNational Institute of Educationen_US
dc.description.degreeMaster of Educationen_US
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