Perspectives of Primary School Teachers Regarding Effectiveness of Cooperative Learning: A Descriptive Study
This paper attempts to analyze the perceptions and practices of primary school teachers regarding the effectiveness of cooperative learning (CL) method and to identify the challenges that are encountered while implementing CL in schools. Sample was constituted by 65 teachers from a private sector school system with the help of stratified sampling technique. Questionnaire was used to collect data. Descriptive statistics was used to analyze the data. Data analysis reveals that lecture method is highly used teaching method at primary level whereas teachers use other teaching methods as well, such as lecture demonstration (LD), CL, project based learning (PBL) and inquiry based instructions. Findings of the study indicate that teachers have positive perceptions about the use of CL approach in terms of academic achievement, better understanding about subject matter and improvement in interpersonal skills. Whereas, teachers showed their concerns with reference to classroom size, non-availability of learning resources, lengthy syllabus and lack of support from school administration. The study recommends the implementation of CL by providing administrative support and conducive learning environment as well as engaging teachers in continuous professional development programs to equip them with interactive teaching methods.