Effect of Cooperative Learning Techniques on Students’ Performance at University Level

Abstract

The present study aimed to examine the effect of cooperative learning techniques on students’ performance at university level. Study was experimental in nature. An A-B-A single subject research design was employed to conduct the experiment. Students who were taught educational assessment at undergraduate level were participants of the study. Students’ performance in the subject of educational assessment was observed by the researcher during three phases (baseline, treatment and withdrawal phase). Lesson plans were developed to implement cooperative learning techniques. An achievement test was developed by the researcher to compare students’ performance in the subject of educational assessment during baseline, intervention and withdrawal phase. Item analysis was conducted to test item difficulty of the test. Rubrics were developed to measure validity of the extended response items in the test. A repeated measures one-way ANOVA were applied to test the hypothesis of the study. Study findings revealed that a significant effect of cooperative learning techniques in the subject of educational assessment was examined during treatment and withdrawal phase. Students’ performance in the subject of educational assessment enhanced by implementing cooperative learning techniques in class. It is recommended to incorporate cooperative learning techniques to enhance students’ performance in the subject of educational assessment at undergraduate level.