Shifting the instructional paradigm in higher education classrooms in Ethiopia: What happens when we use cooperative learning pedagogies more seriously?

Tefera Tadesse; Robyn M Gillies; Catherine Manathunga

doi:10.1016/j.ijer.2019.101509

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Shifting the instructional paradigm in higher education classrooms in Ethiopia: What happens when we use cooperative learning pedagogies more seriously?

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Shifting the instructional paradigm in higher education classrooms in Ethiopia: What happens when we use cooperative learning pedagogies more seriously?

Tefera Tadesse, Robyn M Gillies and Catherine Manathunga

International Journal of Educational Research, Vol.99, 101509

2020

DOI: https://doi.org/10.1016/j.ijer.2019.101509

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Abstract

Ethiopian

formal cooperative learning

higher education

instructional paradigm

This study examines the relative effectiveness of formal cooperative learning (CL) compared to the traditional lecture-based instructions in improving instructional processes and learning outcomes. For this, the study used non-equivalent control groups design, collecting data from a sample of volunteered undergraduate students (n = 347) in a large public University in Ethiopia. In general, results indicate that higher perception of academic challenge, cooperative interaction, learning gains, and overall satisfaction were associated with formal CL, rather than traditional lecture-based instructions. In addition, results show that cooperative learning lessons were associated with more positive relations between academic challenge, cooperative interaction, learning gains, and overall satisfaction. Implications for higher education teaching and learning from a social interdependence theory perspective is discussed.

Details

Title: Shifting the instructional paradigm in higher education classrooms in Ethiopia: What happens when we use cooperative learning pedagogies more seriously?
Authors: Tefera Tadesse (Author) - Michigan State University, United States
Robyn M Gillies (Author) - University of Queensland
Catherine Manathunga (Author) - University of the Sunshine Coast - School of Education
Publication details: International Journal of Educational Research, Vol.99, 101509
Publisher: Elsevier Ltd.
Date published: 2020
DOI: 10.1016/j.ijer.2019.101509
ISSN: 0883-0355
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99451137102621
Output Type: Journal article

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Web Of Science research areas: Education & Educational Research

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