Date

2009

Author

Gökmen, Süheyla

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The purpose of this study is to compare the effects of cooperative learning method and individualistic learning method on learning outcomes and training reactions of adults participating an in-service training course. The study was conducted with 42 adults in pilot study and 92 in main study conducted in a government bank. Subjects were randomly assigned to two pilot study groups and four main study groups. Two different training programs were developed, one for individualistic learning, and the other for cooperative learning in order to test the effect of each method on learning outcomes and training reactions. The content and length of the training programs taught were held constant, and duration of training was totally 15 hours (3 hours in each of the five days). Participants, in all groups, learned the same topic of “Structured On-the-Job Training” and were taught by the same trainer. Cooperative learning groups worked on the exercises structured with the five basic elements of cooperative learning, and the individualistic learning groups worked as individually with the instructor calling on participants at random. Learning Outcomes Tests were administered at the end of each day to measure cognitive learning outcomes, which learners attained during the Training. Training Reactions Questionnaire was administered at the end of the Training. A significant difference between the cooperative learning group and the individualistic learning group was examined concerning learning outcomes as a result of ANCOVA by using the age as covariate. Subjects in the cooperative learning group had a significantly higher level of Learning Outcomes Test score than did those in the individualistic learning group. However, there was no significant difference between the cooperative learning groups and individualistic learning groups based on their training reactions. This study indicated that cooperative learning appears to be a method of instruction that is well suited to the needs of adult learners. Subjects of the study learned more through the cooperative learning method than individualistic learning method that was used. They responded to training as much positive as their counterparts learning in individualistic learning group. Results of the study suggest that structuring positive social interdependence in the classroom through cooperative learning procedures can be used effectively within adult education and specifically training settings.

Subject Keywords

Adult education., Education.

URI

http://etd.lib.metu.edu.tr/upload/12610509/index.pdf
https://hdl.handle.net/11511/18791

Collections

Graduate School of Social Sciences, Thesis