MINISTRY OF EDUCATION AND TRAININGCAN THO UNIVERSITY NGUYEN THI CAM TIEN TEACHERS’ PERCEPTIONS OF USING COOPERATIVE LEARNING IN EFL CLASSES AND THE TECHNIQUES TO ENHANCE STUDENTS’ ENGAGE
INTRODUCTION
Rationale of the study
This section outlines the theoretical framework of the study, focusing on cooperative instruction and its impact on student engagement Additionally, it highlights the motivations behind undertaking this research.
Enhancing the effectiveness of English language education is paramount, with students positioned at the heart of this process (Jacobs & Renandya, 2016) Research has thoroughly investigated various student-related factors, such as learning styles and strategies (Miller et al., 1987), autonomy (Little, 2002), and motivation (Bernaus).
Research by Fredricks, Blumenfeld, and Paris (2004) emphasizes the significance of "student engagement" in understanding motivation and academic success Macfarlane and Tomlinson (2017) highlight that this engagement is a vital component of effective institutional learning and teaching processes.
Previous research has established key frameworks for understanding student engagement, including the Engagement Model by Kuh (2003) and Astin's Student Involvement Theory (1984) Astin emphasizes that students who are both mentally and physically engaged in their studies tend to achieve better academic outcomes Furthermore, Ali and Hassan (2018) highlight that student participation is a critical factor in effective language teaching Active involvement not only enhances students' emotional, behavioral, and cognitive development but also significantly contributes to their overall academic success.
Cooperative learning is an effective approach that enhances student engagement and promotes collaboration among learners By encouraging students to work together, share resources, and support one another, this strategy fosters a positive learning environment Grounded in various educational and psychological theories, cooperative learning is underpinned by Social Interdependence Theory, which examines the dynamics of individual interactions within their social context (Johnson & Johnson, 2005).
Vygotsky's 1962 works laid the groundwork for Constructivism theory, which emphasizes that social interaction and collaboration are essential for knowledge acquisition Through cooperative learning, students engage in discussions, co-construct knowledge, and clarify concepts with one another Bandura's (2003) Social Cognitive Theory further highlights the importance of modeling and observing peers, allowing students to learn through interaction in collaborative settings This approach not only enhances academic performance but also fosters social skills, communication, and critical thinking, creating a comprehensive learning environment.
In the Asian education context, particularly in Vietnam, lecture-based teaching often results in passive student engagement due to cultural norms and large classroom sizes, leading to unproductive learning outcomes (Galton et al., 2019; Moore, 2014; Thanh, 2011) This passive approach undermines the goals of the 4.0 educational revolution, which emphasizes creativity, innovation, inclusivity, and sustainability in teaching and learning (Hariharasudan & Sebastian, 2018).
Vietnam's approach to cooperative learning is intriguing, as it is rooted in a rich tradition of informal peer learning where students often convene outside of school to study together While this practice resembles cooperative learning, it typically lacks the structured framework and specific objectives that characterize formal cooperative learning environments.
Vietnamese education traditionally emphasizes a teacher-centered approach, where students primarily listen, memorize, and excel in exams This focus can hinder the adoption of cooperative learning methods, which necessitate increased student interaction and engagement.
In Vietnam, the implementation of cooperative learning faces challenges such as large class sizes and a need for teacher training and support However, the Vietnamese educational context also presents opportunities to enhance cooperative practices by adapting them to local cultural norms By addressing these challenges, there is significant potential to improve learning outcomes through effective collaborative learning strategies.
English is an essential international language, studied by individuals for various reasons, including workplace communication, academic achievement, and cultural exploration In Vietnam, English is a mandatory subject and serves as a key means of connecting with foreigners However, communicative activities are often limited in public schools, resulting in students' speaking abilities and social skills falling short of expectations This issue is influenced by factors such as motivation, teaching strategies, student-teacher relationships, and opportunities for practical language use.
I currently teach at a private language center that emphasizes speaking proficiency, creativity, critical thinking, collaboration, and communication for students aged 6 to 14 While my learners are eager to enhance their speaking and soft skills for the modern world, I have noticed that they struggle with speaking proficiency and cooperative tasks This may be attributed to habitual teaching practices, as many educators at my center rely on traditional methods that allow for easier classroom management.
Despite recognizing the advantages of cooperative learning, teachers often struggle to implement this approach effectively, leading to students relying too heavily on one another without fulfilling their individual roles Consequently, this lack of engagement hinders their ability to collaborate and perform well in speaking tasks and cooperative activities in the target language This observation is what inspired me to undertake this study.
This study aims to examine Vietnamese teachers' perspectives on utilizing cooperative learning to enhance student participation and interest in learning It seeks to identify effective techniques for engaging students and is expected to improve teachers' understanding of how to implement cooperative learning strategies to create a safe and dynamic educational environment.
Research questions
Following the research objectives stated above, the current study is conducted to answer the following research questions:
1 What are EFL teachers' perceptions of using cooperative learning to enhance students’ engagement in EFL classes?
2 What techniques do the teachers often implement to enhance the student’s engagement in cooperative learning?
Significance of the study
This study investigates teachers' perceptions of cooperative learning, identifying factors that motivate students during group work and exploring techniques to enhance student collaboration The anticipated outcome is to increase teachers' awareness of cooperative learning's benefits for engaging students and to outline common strategies for fostering a cooperative environment, particularly for lower-level students Additionally, the research will offer a foundational procedure for organizing cooperative lessons and effectively grouping students, drawing on insights from experienced teachers who have successfully implemented cooperative learning in their classrooms.
This research aims to enhance the understanding of student engagement in cooperative learning, particularly among EFL learners By identifying the key traits and factors influencing their participation, the findings will provide valuable insights for educators and researchers exploring related areas.
Organization of the study
The thesis consists of five chapters, namely Introduction, Literature Review, Methodology, Results and Discussion, and Conclusion.
Chapter 1 introduces the rationale of the study, including theoretical and contextual backgrounds Then, the research aims, research questions and significance of the study are properly described and clarified in this chapter. The chapter ends with a description of the organization of the thesis.
Chapter 2 provides a review of related literature from which the theoretical framework for the current study was established The findings of studies related to the present study are also included in this chapter In addition, the difference between the current study and the previous studies is justified.
Chapter 3 elaborates on the methodology of the study The research aims, questions, hypotheses, and research design are described respectively Then, it describes the participants and research instruments Data collection and data analysis procedures are interpreted in detail in this chapter.
Chapter 4 reports the quantitative and qualitative results of the study Based on the obtained data, the answers to the two research questions will be found and followed by critical and comprehensible discussions concerning findings from the related studies with comparisons and contrasts.
Chapter 5 provides a summary of the major findings of the study, implications will be drawn out Then, some remaining limitations of the study are mentioned.
To overcome such limitations, the suggestions for further research are made.
LITERATURE REVIEW
Definition of the key terms
2.1.1 Cooperative learning and collaborative learning a Cooperative learning
Cooperative learning is recognized by numerous researchers as an essential approach for enhancing student communication and improving learning outcomes This method has been integrated into national educational policies to shift the focus from teacher-centered to learner-centered environments.
Cooperative learning serves as the cornerstone of active learning, where individuals strive to achieve shared goals that benefit both themselves and their peers (Brito, 2019) Defined by Johnson and Johnson (2009), it encompasses a range of teaching strategies that foster collaboration among students in pairs or small groups, promoting peer education This approach involves instructors dividing classes into smaller units, enabling students to work together to grasp academic content (Slavin, 2011) Students take responsibility not only for their own learning but also for the success of their group, leading to improved performance for both individuals and teams (Anderson & Lawton, 2011) Cooperative learning can be categorized into two main types: formal cooperative learning, which involves structured classroom strategies, and informal cooperative learning, characterized by group interactions outside the classroom.
To effectively organize a cooperative lesson, the classroom should be structured into smaller groups from a larger student body, allowing for focused group work This approach enhances productivity as students work towards specific goals, fostering collaboration and engagement in the learning process.
6 requires collaboration to obtain the highest level of learning, it is frequently cited as an effective method of increasing productivity through task delegation.
Group work is an effective instructional strategy that enhances student engagement and elevates the quality of tasks By promoting cooperative learning, it allows teachers to challenge students while also alleviating evaluation burdens.
To effectively engage students in cooperative learning, five key elements must be emphasized: positive interdependence, face-to-face interaction, individual accountability, social and interpersonal skills, and group processing (Johnson & Johnson, 2008).
Positive interdependence in cooperative learning emphasizes that students must work together as a unified group to reach common educational goals It is essential for students to take responsibility for both their own academic success and that of their peers (Slavin, 2011).
Face-to-face interaction is a vital aspect of cooperative education, as it requires students to engage in vocal communication while collaborating on assignments (Johnson & Johnson, 2008) The effectiveness of this interaction is influenced by the size of the group and the frequency of collaboration In a supportive learning environment, students in cooperative groups are able to work together more efficiently and enhance their learning experience (Slavin, 2011).
Individual accountability is a crucial aspect of cooperative learning, as highlighted by Johnson (2009) It involves taking personal responsibility by seeking help when needed, contributing maximum effort, sharing ideas, and fully engaging in the learning process Additionally, it requires members to take their tasks seriously, support the group's overall functioning, and look out for one another.
Interpersonal and social skills are essential components of cooperative learning, encompassing attentive listening, cooperative questioning, and respectful negotiation (Killen, 2007) These skills can be effectively developed through group activities that incorporate strategies such as role-playing and modeling (Slavin, 2011).
Group processing is a crucial component of cooperative learning, involving the evaluation of group meetings to identify behaviors that should be changed or maintained This reflective practice enables students to recognize which actions contribute positively or negatively to the group's success By fostering this reflection on the learning process, group processing enhances each member's ability to effectively contribute to the group's overall objectives.
Collaborative learning is an educational strategy that involves individuals working in small groups to reach a shared goal, deepen their understanding, or tackle a problem This approach prioritizes interaction and cooperation, allowing each participant to share their knowledge and perspectives, which fosters a collective learning experience By promoting active engagement, critical thinking, and essential social skills such as communication and teamwork, collaborative learning enhances the overall educational process.
Cooperative Learning is characterized by its structured approach, where each member has clearly defined roles and tasks, leading to smaller, manageable responsibilities In contrast, Collaborative Learning promotes open-ended interaction, allowing the group to work collectively without predefined roles, sharing responsibility for both the process and outcome This method assumes that students possess the necessary skills and motivation to achieve their learning goals independently, as explicit instruction in group interaction is often not provided (Davidson & Major, 2014; Matthews et al., 1995) Consequently, Collaborative Learning is particularly beneficial for college and university students who are experienced in group work and can thrive without extensive teacher support.
2.1.2 Benefits and challenges of cooperative learning
Cooperative learning is an effective teaching strategy that promotes collaboration, communication, and academic success among students It provides numerous advantages, such as enhanced critical thinking skills, improved social interactions, and increased engagement in the learning process However, educators must also recognize the potential challenges, including group dynamics and varying levels of participation By thoughtfully addressing these benefits and challenges, teachers can create a supportive learning environment that maximizes student outcomes.
Cooperative learning has been shown to significantly enhance students' academic performance and engagement, making it increasingly important in education (Herrmann, 2014) Research by Keramati and Gillies (2021) in Iran and Australia highlights the benefits of incorporating cooperative learning into teaching practices, revealing that it fosters an interactive, enjoyable, and safe learning environment.
Group cooperative tasks enhance communication and meaningful use of the target language among students, as noted by Salas (2011) Such collaborative efforts foster learners' responsibility and autonomy Additionally, Taqi and Al-Nouh (2014) highlight the benefits of group work in facilitating student engagement and learning outcomes.
Justification of the thesis
Numerous studies have explored cooperative learning and strategies to boost student engagement in the classroom Nonetheless, existing gaps in the research have prompted a deeper investigation into this important topic.
First and foremost, in terms of the context, lots of studies were conducted in other countries and Vietnam but the study about cooperative learning in
Cooperative learning has not been extensively studied in Vietnam, particularly among lower-level students, as most research has focused on high-level university students Existing studies have explored the benefits, challenges, and engagement techniques related to cooperative learning, but they have overlooked teachers' perceptions and common instructional strategies This study aims to investigate teachers’ views on cooperative learning, identify factors that motivate students, and explore effective techniques to enhance student engagement in cooperative settings The anticipated outcome is to increase teachers' awareness of cooperative learning's benefits and to identify strategies that foster a collaborative learning environment for lower-level students.
METHODOLOGY
Research aims and research questions
This study aims to investigate Vietnamese teachers’ perceptions of using cooperative learning to motivate the students’ participation and techniques to engage the students in cooperative learning.
Following the research objectives stated above, the current study was conducted to answer the following research questions:
1 What are EFL teachers' perceptions of using cooperative learning to enhance students’ engagement in EFL classes?
2 What techniques do the teachers often implement to enhance the student’s engagement in cooperative learning?
The current study was planned to be a descriptive study According to Kothari
Descriptive research, as defined in 2004, focuses on detailing the characteristics of a specific individual or group without delving into the reasons behind phenomena It aims to provide a comprehensive overview by answering key questions like "who," "what," "when," "where," and "how." Researchers utilize various methods such as document analysis, case studies, observations, interviews, and surveys to collect data This type of research is particularly valuable in the early stages of an investigation, as it enhances understanding of the subject and lays the groundwork for future studies that may explore causal relationships.
This study utilized a mixed-methods approach to investigate EFL teachers' perceptions of cooperative learning, combining both quantitative and qualitative methods According to Creswell (2018), mixed-methods research is effective for tackling research questions that cannot be fully addressed by either method alone.
28 quantitative or qualitative methods alone, and also provides a greater range of instruments to achieve the research aims and objectives.
Kelle (2008) emphasized that the qualitative aspect of mixed-methods research can reveal insights that clarify previously unexplained statistical results By addressing the validity issues associated with quantitative measurement tools, qualitative research enhances understanding Therefore, mixed methods research serves as a powerful approach for tackling complex problems.
Combining qualitative data (perspectives, experiences) with quantitative data (numbers, statistics) helps researchers grasp a phenomenon more thoroughly.
The study aimed to understand teachers' perceptions of cooperative learning strategies and their effectiveness in the classroom To achieve this, a quantitative approach was utilized to gather the necessary data, complemented by a qualitative approach to enhance the validity of the findings through data triangulation.
Table 3.1 Research methods and instruments
1 What are EFL teachers' perceptio of using cooperative learning t enhance students’ engageme in EFL classes?
2 What techniques do the teachers often implement to enhance the student’s engagement in cooperative learning?
Research instruments
This study employed a sequential quantitative-qualitative design, beginning with the collection and analysis of quantitative data, followed by qualitative data gathering and interpretation This method aims to use qualitative insights to clarify and enhance quantitative results Data were collected through online and face-to-face questionnaires and semi-structured interviews The research process involved multiple stages, starting with the identification of a research problem and a literature review to contextualize the study, leading to the formulation of research questions and objectives.
The research study was structured into twelve primary stages over a 20-week period, involving the selection of a sample size and data collection based on the research problem Following the data processing and analysis, the findings were compiled and presented in a comprehensive research report.
The study employed questionnaires to collect quantitative data on teachers' perceptions of EFL learners' engagement and the factors that affect their participation in cooperative learning By using closed-ended questions, the researcher effectively gathered substantial information from teachers regarding their awareness of organizing group work in the classroom to foster student participation.
This study employed a qualitative approach to deepen understanding of teachers' perceptions and strategies for enhancing student engagement in English language learning Through semi-structured interviews, researchers were able to steer conversations toward relevant topics, gather specific insights, and capture participants' thoughts and feelings in their own words This method combines elements of both structured and unstructured interviews, allowing flexibility in questioning while ensuring comprehensive data collection By maintaining control over the interview process, researchers could clarify issues as they arose The qualitative data gathered from EFL teachers highlighted factors that influence student engagement and offered recommendations for fostering cooperative learning Ultimately, the integration of qualitative insights with quantitative findings strengthened the study's validity and reliability, justifying the use of both questionnaires and interviews as primary research instruments.
This research utilized a quantitative approach through a questionnaire to assess teachers' perceptions of cooperative learning in engaging students in English as a Foreign Language (EFL) classes The questionnaire comprised four key sections: personal information, teachers' views on student engagement through cooperative learning, common techniques for implementing cooperative lessons, and open-ended questions to gain deeper insights into teachers' perspectives on the use of cooperative learning (Refer to Appendix 1 for the complete questionnaire).
The questionnaire, developed in both English and Vietnamese, was adapted from Kieu & Hung's (2023) study on teachers' perceptions of student engagement in listening lessons It incorporates the engagement dimensions framework by Fredricks et al (2004) to formulate questions across four primary clusters To effectively assess student engagement, the questionnaire balances closed-ended and open-ended items, addressing behavioral, emotional, and cognitive aspects The second section focuses on teachers' perceptions of student engagement in cooperative learning, encompassing emotional, behavioral, and cognitive dimensions Finally, the closed-ended questions explore the strategies teachers commonly employ to facilitate successful cooperative learning lessons in their classrooms.
The questionnaire was administered to teachers at an English language center in the Mekong Delta, Vietnam, due to their inconsistent teaching methods and limited experience with cooperative learning This region was selected for its convenience in data collection, as teachers from various locations in the Mekong Delta participate in the center Additionally, the researcher aims to develop community-based and student-centered approaches to enhance engagement and practicality in learning, ultimately supporting students' long-term skill development.
The questionnaire utilized closed-ended questions featuring a five-point Likert scale to assess teachers' perceptions of cooperative learning, ranging from Strongly Disagree (1) to Strongly Agree (5) Additionally, it included a frequency scale from Never (1) to The Most Frequently (5) to identify the preferred activities teachers implement in their classrooms.
The study included three open-ended questions aimed at gaining deeper insights into the topic These questions enabled the researcher to gather valuable information from 60 teachers regarding their awareness and implementation of cooperative learning strategies in their classrooms.
The study focused on 60 EFL teachers at an English language center in the Mekong Delta, Vietnam, who teach young learners aged 6 to 14 years Each teacher conducts 2 to 3 classes weekly over a 10-week course, with the majority aged between 25 and 30 years These educators frequently implement cooperative learning strategies in their classrooms To strengthen the research's impact, the researcher established a positive rapport with the teachers, emphasizing the research's potential to enhance the learning process.
Table 3.2 Demographic details of participants
Year of experienceLess than a year
Piloting the questionnaire is an essential phase that helps try out the research instruments before the official application (Baker, 1994; Fraenkel et al., 2012).
In the current study, the questionnaires' validity and reliability were established through the following procedures.
To ensure the validity of the questionnaires, five experienced teachers with research expertise in the master's program participated in the piloting phase of the instruments, addressing any ethical challenges that arose during the process.
In a study involving 32 pseudonymous educators, designated as Teacher A through Teacher E, questionnaires were distributed to gather insights on the clarity and relevance of specific items The teachers were tasked with identifying any ambiguous questions and evaluating the alignment of the questionnaire items with the overarching research objectives.
Teachers A, B, and C expressed satisfaction with the study questions and the reliability of the research instruments In contrast, Teachers D and E found the items in cluster 3 unclear To address this, the researcher was advised to clarify one item by modifying its wording and changing the scale from four to five points The teachers recommended that the questionnaires be edited for better design and clarity In response to their feedback, the researcher made appropriate adjustments to enhance the validity of the surveys The revised Google Form-based questionnaire was then distributed to participants via Zalo.
After the pilot phase, the questionnaire was refined and distributed to 60 EFL teachers involved in cooperative programs at the EFL language center Participants were informed about the study's objectives and invited to take part before receiving the questionnaires via email and social media platforms like Zalo and Facebook The teacher surveys comprised four key components and were created using Google Forms, a widely used tool for surveys due to its user-friendly interface, real-time data collection, and secure storage Its mobile-friendly design and integration with other tools enhance accessibility and analysis capabilities Participants completed the questionnaire over approximately three weeks, and the collected data were analyzed using SPSS Statistics 20 Software.
For the quantitative data analysis, data collected from teacher surveys were processed using SPSS software version 20.0 The researcher conducted statistical tests to determine the mean scores and reliability of each item and cluster within the questionnaire Reliability was assessed using descriptive statistics and a paired-sample T-test to evaluate the mean scores of each item.
33 compare the mean scores of three engagement dimensions with a specific test value according to the scale in Table 5 adapted from Pallant (2005).
Credibility and trustworthiness
To enhance the credibility and trustworthiness of the research, the researcher adopted a multifaceted approach that emphasized transparency by detailing the research methods, data collection procedures, and analysis techniques Strong, validated data collection instruments, such as standardized surveys and interviews, were utilized, with pilot testing conducted to ensure clarity and reduce measurement bias Ethical conduct was prioritized by adhering to informed consent and data privacy protocols These combined efforts resulted in reliable and insightful findings that significantly contribute to the field.
When performing research, ethical issues must be considered Koulouriotis
Informed consent, respect for participant voices, and the researcher-participant connection are key ethical factors in research (2011) This study emphasizes the importance of obtaining permission from the administration to include an instructor from their language center, ensuring ethical compliance Additionally, each teacher participant was required to agree to partake in the interview, reinforcing the commitment to informed consent.
The researcher ensured that all collected data and participant responses would remain confidential and solely utilized for the intended research purposes To protect respondents' privacy, personal identifiers were anonymized, and pseudonyms were employed in the analysis and reporting of findings, thereby safeguarding participant confidentiality.
This chapter highlights the key findings of the study, detailing the results and discussions from various data collection instruments It focuses on teachers’ perceptions of cooperative learning, as revealed through survey results and discussions Additionally, it addresses challenges faced in the classroom and activities suggested by participants Finally, it offers insights into teachers' views on cooperative learning and effective strategies for organizing successful cooperative activities.
What are EFL teachers' perceptions of using cooperative learning to enhance students’ engagement in EFL classes?
Descriptive Statistics Tests were conducted to analyze the minimum (Min.), maximum (Max.), mean (Mean), and standard deviations (SD) for each item cluster in the questionnaire The mean scores were evaluated according to Pallant’s (2005) framework, which categorizes the degree of agreement into five levels: very high, high, moderate, low, and very low.
4.1.1 Teachers’ perceptions of students’ general engagement in cooperative learning Teachers’ perceptions of students’ engagement concerning general engagement were examined by a Descriptive Test The detailed results of learners’ engagement based on teachers’ perceptions were shown in Table 4.1 below.
Table 4.1 Teachers’ perceptions of students’ general engagement
My students are more confident when they work in a small group. 01 747 2 10 33 15
My students show that cooperative activities help them understand the material better.
My students prefer participating in cooperative activities to individual learning.
My students show that cooperative activities help them develop critical thinking skills.
My students feel comfortable communicating their ideas to group members during cooperative activities.
Teachers reported a mean score of 3.85 for general engagement, indicating that students were actively involved in cooperative learning This finding aligns with previous research by Meyer (2009), which suggested that cooperative learning enhances student engagement and activity in the learning process.
Teachers believe that cooperative learning enhances student confidence and comprehension compared to traditional whole-class instruction According to feedback, students exhibit greater confidence when engaged in small group work (M= 4.01, SD= 0.747), and they demonstrate improved understanding of the material through cooperative activities (M= 4.0, SD= 0.823) These findings align with the theories proposed by Johnson and Johnson.
(2005), who emphasized that cooperative learning develops confidence and mutual understanding among students.
Teachers highly valued cooperative learning, as indicated by an average score of 3.75 (SD=0.815) on the statement regarding its effectiveness in developing students' critical thinking skills through peer interaction This finding aligns with Erdogan's (2019) research, which highlighted that challenging tasks in cooperative settings enhance critical thinking Conversely, the statement about students feeling comfortable sharing their ideas during group activities received a lower average score of 3.6 (SD=0.833), suggesting that students struggled with communication due to insufficient language skills.
Hung (2019) identified key challenges in cooperative learning within EFL contexts, particularly highlighting communication barriers He stressed the importance of providing students with adequate language resources to enhance their discourse skills, enabling more effective communication during group activities Hung noted that when students feel secure and free from potential communication threats, they are more likely to engage enthusiastically and foster cohesion among group members.
4.1.2 Teachers’ perceptions of students’ emotional engagement in cooperative learning The emotional elements include learners' feelings, motivation, communicative openness, and positive and negative attitudes during task performance The results of the teachers’ perceptions of students’ emotional engagement were presented in Table 4.2 below.
Table 4.2 Teachers’ perceptions of students’ emotional engagement
I notice that my students will be more cheerful when they receive compliments as well as grades or gifts from their friends and teachers.
I believe that my students will feel happy and join the activity actively when they are in cooperative activities with their close friends. 4.66 475 21 39
I believe that my students will be more enthusiastic to play interesting games when they work in a small group.
I believe that my students will feel safer joining the activity when they know the procedures of group work.
Table 4.2 reveals that students place significant importance on their grades, compliments, and gifts, with a mean score of 4.71 (SD=0.454) They experience heightened happiness and pride when receiving positive feedback and are enthusiastic about sharing their achievements This finding aligns with previous research by Qasserras et al (2023), which emphasizes the value placed on grades in Morocco, where academic performance is often viewed as a key outcome of the educational process.
Students tend to feel happier and more engaged in cooperative activities when working with close friends, as indicated by a strong teacher perception (M=4.66, SD=0.475) This preference stems from the comfort and safety they experience in familiar social settings, which fosters accountability for their own learning and that of their peers (Slavin, 2011) Vygotsky’s theory highlights the natural social tendencies of young learners, suggesting that collaborative work enhances interaction, idea sharing, and task collaboration among classmates Moreover, pair and group work significantly increases the enjoyment and engagement of learning for young students.
The statement, “I believe that my students will be more enthusiastic to play interesting games when they work in a small group” (M=4.58, SD=561), highlights the strong appreciation for games in cooperative lessons The findings indicate that students engaged in cooperative learning with joy and positive emotions This aligns with Adipat et al (2021), which demonstrates that games can significantly enhance student engagement in the learning process.
Participants emphasized that students experience increased safety and confidence in group activities when they are familiar with the procedures involved As one participant noted, "I believe that my students will feel safer joining the activity when they know the procedures of group work" (M=4.36, SD=.519) This familiarity allows students to engage more effectively and complete tasks with greater ease.