Faculty of Education - Theses

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Implementing cooperative learning in a non-academic educational institution

Botross, Peter ( 2005)

This research investigates, describes and analyzes the process of implementing cooperative learning instructional strategies in a non-academic educational institution. The investigation took place through six case studies involving unqualified teachers from two Sunday School institutions run on a weekly basis by the Christian Coptic Orthodox Church in Melbourne, Australia. The research uses these case studies and cross-case analysis to examine the process of change that non-academic teachers undergo in the progress of implementing cooperative learning. The study broadly found that non-academic teachers who predominantly conducted teacher-centered learning in a whole class setting were competently able to implement active and cooperative learning in their classrooms after training, support and practice within a four month period. They went through three main change cycles: confusion, practice and competence. Further the study found that non-academic teachers planned to maintain cooperative learning in their classrooms and expand its use in their schools. The significance of this study therefore resides primarily in its approach to this unique work of implementing cooperative learning in non-academic educational institutions by non-academic teachers. To the best of the researcher's knowledge no previous academic studies have been attempted on this subject.