Instructional Effect of Cooperative Learning in Problem-Solving Strategy

Abstract

In this study, we investigated the effect of the instructional approach that asked students to check their planning in a cooperative learning environment after presenting a four-stage problem-solving strategy. Three high school chemistry classes (N = 101) were randomly assigned to one of three groups: !ND group (using problem-solving strategy individually), COOP group (using problem-solving strategy in cooperative learning group), and comparison group \traditional instruction). After instruction, students' problem-solving performance and chemistry conception were compared. The results showed a significant interaction between the treatment and the previous achievement level in students' problem-solving performance. Analyses of simple effects indicated that the low level students in the COOP group performed better on recalling related laws and organized progression than those in tfie other groups. Tliis mag be due to the fact that they were taught to recall the related concepts or principles in the planning stage, and had small group interaction about the appropriateness of their planning. In the case of the conception test the high-level students in both the IND and COOP groups understood chemistry concepts better, while the low-level students in only the COOP group acquired more chemistry concepts. However, most students perceived that cooperative learning helped them acquire problem-solving strategy, and they also preferred the instructional types that included cooperative learning strategy. Educational implications are discussed.