Abstract:
The general view of the literature is that there is not ample research on the
implementation of Cooperative Teaching and Learning Strategy (CTLS) in South
African science classrooms. This study explored the implementation of CTLS by
following a qualitative case study approach. The study focuses on the description of
CTLS, factors which facilitate and hinder the implementation of CTLS, as well as the
implementation of CTLS in real classroom contexts. The full sample consisted of 21
purposively selected science teachers with four of the teachers observed while
applying CTLS in their classrooms. Non-participant observation was used to observe
the activity of the teachers, and their engagement with the learners, as they
implemented CTLS in their classrooms. Video recorded classroom observations were
supplemented by an observation checklist. Data from the participating teachers was
collected through audio recorded interviews and semi-structured questionnaires.
Content analysis was used deductively to gather insights into the status quo with
regards to the understanding of CTLS by the participants as well as their experiences
of implementing CTLS. The findings indicated important aspects to consider. Firstly,
the teachers who have the necessary training regarding CTLS, and are encouraged
by the school environment, implement CTLS frequently. Secondly, the major obstacles
to using cooperative learning include large class size, teaching load, and the lack of
laboratory resources. Lastly, the teachers’ years of teaching experience do not affect
the proper implementation of cooperative learning. On the contrary, their motivation
and interest in using CTLS play a vital role.
