The Incidence of Cooperative Learning in Teaching and Learning Process in Five-Year-Old Children

1. ARMY POLYTECHNIC SCHOOLDEPARTMENT OF LANGUAGESAPPLIED LINGUISTICS IN ENGLISH PROGRAM AUTHOR: MSc. GIOVANNA MORILLOADVISORS: DIRECTOR: LIC. MIGUEL PONCE CO-DIRECTOR: M.A. PATRICIO SERRANO QUITO – JULY, 2008

2. RESEARCH WORK TOPIC: THE INCIDENCE OF COOPERATIVE LEARNING ON THE TEACHING AND LEARNING PROCESS IN FIVE-YEAR OLD CHILDREN

3. I N T R O D U C T I O N • THE MODERN WORLD REQUIRES UNION AND IT IS VERY IMPORTANT TO WORK TOGETHER IN A COMMUNITY. • THANKS TO COOPERATIVE LEARNING, CHILDREN LEARN HOW TO EXPRESS THEIR APPROACH, TO LISTEN TO THEIR FRIENDS’ APPROACH, AND OTHER CHARACTERISTICS -> MEANINGFUL LEARNING.

4. I N T R O D U C T I O N THIS RESEARCH WORK IS DIVIDED IN FIVE PARTS: • THE PROBLEM, TOPIC, OBJECTIVES AND JUSTIFICATION. • HYPOTHESIS AND ITS STRUCTURE. • DATA ANALYSIS AND THE INSTRUMENTS. • TESTING HYPOTHESIS, CONCLUSIONS, RECOMENDATIONS. • THE PROPOSAL.

5. PROBLEM SETTING DOES COOPERATIVE LEARNING AFFECT THE TEACHING/ LEARNING PROCESS IN THE FIRST YEAR OF BASIC EDUCATION AT “ABDÓN CALDERÓN” MILITARY HIGH SCHOOL?

6. INDEPENDENT VARIABLE COOPERATIVE LEARNING DEPENDENT VARIABLE TEACHING/LEARNING PROCESS VARIABLE WORKING OUT

7. G E N E R A L TO INVESTIGATE HOW COOPERATIVE LEARNING AFFECTS THE TEACHING / LEARNING PROCESS TO ESTABLISH THE EFFECT OF COOPERATIVE LEARNING ON THE TEACHING / LEARNING PROCESS. TO MAKE A STUDY ABOUT THE TEACHING/ LEARNING PROCESS IN ENGLISH OF STUDENTS IN FIVE- YEARS OLD O B J E C T I V E S

8. SPECIFIC TO REVIEW THE CURRENT CURRICULUM AT COMIL 10,IN ORDER TO COORDINATE IT WITH COOPERATIVE LEARNING STRATEGIES. TO CARRY OUT EVALUATIONS FOR STUDENTS, COMPARING THE EXPERIMENTAL AND CONTROL GROUP. TO DEVELOP A FINAL EVALUATION TEST, IN ORDER TO ESTABLISH THE LEVEL OF STUDENTS’ KNOWLEDGE

9. J U S T I F I C A T I O N • THIS RESEARCH WORK WILL PROVE THE IMPORTANCE OF THE APPLICATION OF COOPERATIVE LEARNING IN THE TEACHING / LEARNING PROCESS IN FIRST BASIC YEAR AT COMIL 10. • THE PURPOSE IS TO CONTRIBUTE A BOOKLET OR GUIDE ABOUT C.L.S.

10. According to Johnson D.W. (1997), held Cooperative Learning is a relationship in a group of students that requires positive interdependence, individual accountability (each of us has to contribute and learn), interpersonal skills (communication, trust, leadership, and conflict resolution), face-to-face Promotive interaction, and processing (reflecting on how well the team is functioning and how to function even better). Base on Direct Observation, every day (formative evaluation). Collaborative learning is a method of teaching and learning in which students’ team together to explore a significant question or create a meaningful project. In cooperative learning, students work together in small groups on a structured activity. • Promote students’ learning and academic achievement • Increase students’ retention • Enhance students’ satisfaction with their learning experience • Help students develop skills in oral communication • Develop students' social skills • Promote students’ self-esteem • Help students’ promote positive race relations • Three step interview • Roundtable • Focused Listing • Structured Problem- Solving • One minute papers • Paired Annotations • Send - a- problem • Positive interdependence. • Promotive (face-to-face) interaction. • Individual accountability and personal responsibility. • Interpersonal and small-group skills. • Group processing. THEORETICAL FRAMEWORK

11. A TRANSACTIONAL MODEL OF THE TEACHING/LEARNING PROCESS Context All those factors outside of the classroom that might influence teaching and learning Lecture Case Method Discussion Active Learning COOPERATIVE LEARNING Integrating Technology Distance Learning Input Those qualities or characteristics of teacher and students that they bring with them to the classroom experience. Classroom Processes Teacher and student behaviours in the classroom as well as some other variables such as classroom climate and teacher/student relationships Output Measures of student learning taken apart from the normal instructional process. S T R U C T U R E

12. METHODOLOGY • STRUCTURED BASED ON THE QUANTITATIVE APPROACH WHICH CORRESPONDS TO A DEVELOPMENT PROJECT. • BASIC, DESCRIPTIVE AND DONE IN THE FIELD. • QUASI-EXPERIMENTAL, QUANTITATIVE AND TRANSVERSAL. • THE COMPARISON GROUP PRE-TEST/POST-TEST DESIGN. RESEARCH TYPE AND DESIGN IS:

13. SIZE AND SAMPLE • THE RESEARCH WAS DONE WITH TWO SECTIONS = 60 CADETS

14. H Y P O T H E S I S ALTERNATIVE HYPOTHESIS NULL HYPOTHESIS COOPERATIVE LEARNING AFFECTS POSITIVELY THE TEACHING / LEARNING PROCESS IN FIRST YEAR OF BASIC EDUCATION AT “ABDÓN CALDERÓN” MILITARY HIGH SCHOOL. COOPERATIVE LEARNING DOES NOT AFFECT THE TEACHING / LEARNING PROCESS IN THE FIRST YEAR OF BASIC EDUCATION AT “ABDÓN CALDERÓN” MILITARY HIGH SCHOOL HYPOTHESIS SYSTEM

15. PRE- TESTTABLE 01SCORES AND PERCENTAGES FOR QUESTION #01.APPLIED WITH THE FIRST LANGUAGE SKILL (PRE-READING) SOURCE: DATA FROM CADETS OF FIRST BASIC YEAR, SECTIONS A AND B OF THE COMIL 10. GRAPHICAL EXPOSITION OF RESULTS

16. PRE- TESTTABLE 02SCORES AND PERCENTAGES FOR QUESTION #02. Applied with the second language skill (Pre-writing) SOURCE: DATA FROM CADETS OF FIRST BASIC YEAR, SECTIONS A AND B OF THE COMIL 10. GRAPHICAL EXPOSITION OF RESULTS

17. PRE- TESTTABLE 03SCORES AND PERCENTAGES FOR QUESTION #03. Applied with the third language skill (Listening and writing) SOURCE: DATA FROM CADETS OF FIRST BASIC YEAR, SECTIONS A AND B OF THE COMIL 10. GRAPHICAL EXPOSITION OF RESULTS

18. PRE- TESTTABLE 04SCORES AND PERCENTAGES FOR QUESTION #04. APPLIED WITH THE FOURTH LANGUAGE SKILL (SPEAKING) SOURCE: DATA FROM CADETS OF FIRST BASIC YEAR, SECTIONS A AND B OF THE COMIL 10. GRAPHICAL EXPOSITION OF RESULTS

19. POST- TESTTABLE 01SCORES AND PERCENTAGES FOR QUESTION #01. APPLIED WITH THE FIRST LANGUAGE SKILL (PRE-READING) SOURCE: DATA FROM CADETS OF FIRST BASIC YEAR, SECTIONS A AND B OF THE COMIL 10. GRAPHICAL EXPOSITION OF RESULTS

20. POST- TESTTABLE 02SCORES AND PERCENTAGES FOR QUESTION #02. APPLIED WITH THE SECOND LANGUAGE SKILL (PRE-WRITING) SOURCE: DATA FROM CADETS OF FIRST BASIC YEAR, SECTIONS A AND B OF THE COMIL 10. GRAPHICAL EXPOSITION OF RESULTS

21. POST- TESTTABLE 03SCORES AND PERCENTAGES FOR QUESTION #03. APPLIED WITH THE THIRD LANGUAGE SKILL (LISTENING AND WRITING) SOURCE: DATA FROM CADETS OF FIRST BASIC YEAR, SECTIONS A AND B OF THE COMIL 10. GRAPHICAL EXPOSITION OF RESULTS

22. POST- TESTTABLE 04SCORES AND PERCENTAGES FOR QUESTION #04. APPLIED WITH THE FOURTH LANGUAGE SKILL (SPEAKING) SOURCE: DATA FROM CADETS OF FIRST BASIC YEAR, SECTIONS A AND B OF THE COMIL 10. GRAPHICAL EXPOSITION OF RESULTS

23. ANALYSIS OF RESULTS GRAPHIC No. 9 PRE-TEST EXPERIMENTAL GROUP 20 10 SCORES 0 1 4 7 10 13 16 19 22 25 28 31 CADETS

24. GRAPHIC No.11 POST - TEST EXPERIMENTAL GROUP 20 15 N 10 SCORES Means 5 0 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 CADETS ANALYSIS OF RESULTS

25. H0 H1 H1 ACEPTANCE REGION ACEPTANCE REGION REJECTION REGION TESTING HYPHOTESIS .

26. SD SD 7,45 17,16 4,14 PRE-TEST TESTING HYPHOTESIS RESULTS OF PRE-TEST, EXPERIMENTAL GROUP 20 15 10 5 0

27. 20 15 10 SD 5 0 SD 16,19 3,12 1,76 PT TESTING HYPHOTESIS RESULTS OF POST-TEST EXPERIMENTAL GROUP

28. C O N C L U S I O N S • COOPERATIVE LEARNING AFFECTS POSITIVELY ON TEACHING LEARNING PROCESS IN FIRST YEAR OF BASIC EDUCATION AT ABDÓN CALDERÓN MILITARY HIGH SCHOOL, (H1) WAS PROVED BECAUSE COOPERATIVE LEARNING IS A METHODOLOGICAL STRATEGY WHICH TEACHERS APPLY IN CLASS TO INCREASE THE ENGLISH LEVEL OF THE STUDENTS AND THIS SITUATION CAN BE REFLECTED IN THE POST- TEST RESULTS AND THE RESULT OF THE t-TEST IS 10.53 (t-TABLE df=29 IS 1.63). • COOPERATIVE LEARNING STRATEGY WILL CONTRIBUTE TO THE DEVELOPMENT AND IMPROVEMENT THE STUDENTS’ LANGUAGE SKILLS OF FIRST BASIC YEAR OF BASIC EDUCATION IN THE ENGLISH LANGUAGE. • COOPERATIVE LEARNING IN FIRST BASIC YEAR IS AN EXCELLENT STRATEGY TO MOTIVATE AND TO SHARE KNOWLEDGE AMONG STUDENTS AND WITH THEIR TEACHERS.

29. R E C O M E N D A T I O N S TEACHERS APPLY THE MOST APPROPRIATE METHODOLOGY OF TEACHING. THE TEACHERS OF “ABDÓN CALDERÓN” MILITARY HIGH SCHOOL, STARTING FROM FIRST BASIC YEAR, APPLY THE GUIDE WHICH HAS BEEN DESIGNED AND THAT HAVE COOPERATIVE LEARNING STRATEGIES. TO APPLY COOPERATIVE LEARNING STRATEGIES SUGGESTED IN THIS GUIDE TO MOTIVATE AND REINFORCE THE STUDENTS’ LEVEL OF COOPERATION AND WORK IN GROUPS.

30. THE PROPOSAL • GUIDE ABOUT COOPERATIVE LEARNING

31. I N T R O D U C T I O N THE LEVEL OF COOPERATION AND COLLABORATION IN CHILDREN FROM 5 OR 6 YEARS OLD IS REALLY NOTHING. CHILDREN, AT THE MOMENT, DON’T PAY ATTENTION TO THE TEACHER WHEN THEY ARE TALKING OR EXPLAINING IN A TRADITIONAL APPROACH.

32. G E N E R A L TO CREATE A BOOKLET OR A GUIDE WITH THE INFORMATION ABOUT COOPERATIVE LEARNING AND ACADEMIC ACTIVITIES TO APPLY IN CLASS IN ORDER TO INCREASE AND OPTIMIZE THE TEACHING- LEARNING PROCESS OF ENGLISH IN FIRST BASIC YEAR. O B J E C T I V E S

33. S P E C I F I C TO APPLY THIS GUIDE OR BOOKLET IN THE TEACHING-LEARNING PROCESS IN ENGLISH IN ORDER TO IMPROVE THE LEARNING PROCESS, MAKING IT FUN BY USING SONGS, CHANTS, GAMES, ETC. O B J E C T I V E S

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43. "ABDON CALDERON" MILITARY HIGH SCHOOL EVALUATION MATRIX FIRST BASIC YEAR " B “ PROJECT Nº 10 Teacher: MSc. Giovanna Morillo. SUBJECT: English. MS = 3 Mds = 1 S=2

44. ARMY POLYTECHNIC SCHOOLDEPARTMENT OF LANGUAGESAPPLIED LINGUISTICS IN ENGLISH PROGRAM THANK YOU !