Basic Concepts in Research.pptVIP

The relationship between cooperative learning, perception of social support, and academic achievement About the Foundemental Concepts Group 2 Hypothesis Is cooperative learning correlated with learners perceptions of social support, alienation from school, and academic achievement? (null hypothesis) What is the role of cooperative learning, perception of social support, and alienation from school in academic achievement? (alternative hypothesis ) Theory This study is based on the findings of previous research. Johnson and Johnson (1989) reported based on evidence from 106 studies that (1)cooprtative learning promotes social support more than competitive instruction and individualistic instruction. (2) these researchers reported that stronger effects were found for peer support than for teacher support in promoting achievement and psychosocial adjustment. Tinto(1975, 1987) concluded that social support and bounding with classmates are strong determinants of higher rates of successful completion of program requirements. Wales and Stager(1978), Astin(1985), and Noel (1985) have all reported that student persistence and achievement depend on social involvement in a very major way. Sarason et al. (1983) have maintained that social support is positively related to academic achievement and persistence on challenging tasks. Population and Sample Population: university-bound EFL learners Sample: 135 participants(73 males, 61 females, 1 missing gender data) enrolled in 10 sections of an introductionary English course at a private university in Lebanon Variables independent variables: cooperative learning, teacher academic support, teacher personal support, peer academic, peer personal support and learners feelings of alienation from school dependent variable: academic achievement moderator variable: culture control variable: age Measurement The modified version of the Classroom Life Measure contains Likert-type questions on w