Investigating the Impact of Using Cooperative Learning Strategies on Promoting Students’ Science Learning in Private Schools in UAE

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The British University in Dubai (BUiD)
Since the 1960s, there has been significant attention given to small-group learning approaches in the educational process. Cooperative learning is one of the most significant teaching strategies to have a substantial positive effect. The purpose of this study is to clarify the impact of using cooperative learning strategies on promoting students’ learning in science classes. This study has two groups of participants comprising forty one teachers and one hundred and sixty nine high school students from different private schools in the UAE. A mixed method design was taken towards collecting sufficient data. A quantitative questionnaire was utilized in order to gather teachers’ perceptions along with open-ended questions. Their performances were examined, alongside class observational visits. Results specified that the participating teachers have good pedagogical knowledge about cooperative learning strategies. Furthermore, regarding the collected results which showed that the students gained satisfactory scientific skills but at the same time, they still might need further consistent practice in the direction of improving their academic learning. Consequently, students revealed their interest in learning science as a result of CL activities. Remarkably, the study showed that the teachers who had achieved a Master’s Degree in Education had the ability to positively promote students’ skills.
Cooperative learning (CL) scientific skills, learning outcomes, United Arab Emirates (UAE), science education