The implementation of cooperative teaching and learning in South African science classrooms

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.