The Effectiveness of Cooperative Learning in Enhancing Student Participation among Grade 10 English Students in Jordanian Public Schools

Abstract

This study responded to the problem of classroom participation among Jordanian public school students, whose education has been mainly teacher-centered and has constrained students' learning autonomy. This study seeks to explore the impact of cooperative learning methods for increasing classroom participation among Grade 10 students. A quasi-experimental pretest-posttest design was applied with 80 participants labeled as an experimental group (40 participants) and a control group (40 participants). The treatment group received cooperative learning approaches, including Think-Pair-Share (TPS), Numbered Heads Together (NHT), and Teams Games Tournament (TGT), while the control received regular instruction. Measures that were used to collect data included a 10-item observation checklist questionnaire, a 15-item student self-report questionnaire, and teacher reflection logs. The finding suggested that the experimental group had a marked improvement in mean participation, from 1.9 to 3.2 (+1.3 or +68.4%), while the control group had a minimal increase from 1.8 to 2.1 (+0.3 or +16.7%). A separate-samples t-test likewise determined that the improvement in the experimental group was significant (p < 0.05), and the students demonstrated more confidence and responsibility. In general, the application of cooperative learning techniques greatly increased student participation, which was a welcome change in the Jordanian academic setting, especially English lessons. However, study limitations include overreliance on subjective rating, single-site design, and self-reporting by teachers, with suggestions for future research including the incorporation of objective performance measures and exploration of digital substitutes to increase ease of deployment.