University of Bahrain
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Cooperative Learning Strategy and its Relationship with Classroom Management Efficacy: A Field Study

Show simple item record Dr. Al-Yaseen,Wafaa S. Dr. Al-Musaileem,Mohammad Y. 2018-08-02T05:46:25Z 2018-08-02T05:46:25Z 2014
dc.identifier.issn 1726-3678
dc.description.abstract The present study aimed to identify the impact of applying cooperative learning as a teaching strategy to increase effectiveness of classroom management. The analytical descriptive method was employed through the application of a questionnaire with a total of 31 items focusing on classroom management and cooperative learning. The questionnaire was distributed to 250 male and female secondary school teachers in Al-Asima Educational District. To answer the study questions, means and stand rd deviations were calculated and descriptive statistics, t-tests, and One Way ANOVA were used to analyze the questionnaire data. The study results revealed a high degree of agreement among the participants on the role which cooperative learning would play in enhancing the effectiveness of classroom management when applied properly. Such effectiveness will enable teachers to present the lessons effectively with full flexibility, and dynamic interaction with their students. The study concluded with the following recommendations: 1) Developing teachers’ classroom performance through introducing them to the importance of effective classroom management and the best way to do so. 2) Developing training courses for teachers in effective classroom management. 3) Developing training courses for teachers in cooperative learning and its different strategies. en_US
dc.language.iso OTHER en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject efficacy
dc.subject classroom management
dc.subject strategy
dc.subject cooperative learning
dc.title Cooperative Learning Strategy and its Relationship with Classroom Management Efficacy: A Field Study en_US
dc.type Article en_US
dc.volume 15
dc.issue 01
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS

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