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dc.contributor.authorNarostek, Joanna
dc.date.accessioned2024-05-15T13:41:55Z
dc.date.available2024-05-15T13:41:55Z
dc.date.issued2023
dc.identifier.urihttp://hdl.handle.net/20.500.13012/194
dc.description.abstractThis study explored Irish teachers’ perspectives on the use of cooperative learning methodology in mathematics in primary school. Research questions addressed frequency and types of cooperative learning used by teachers, as well as its benefits and challenges. A mixed method approach, informed by pragmatist philosophical paradigm, was taken, with quantitative data gathered from 21 questionnaires, and qualitative data from two semi-structured interviews. Findings suggest that half of teachers use structured types of cooperative learning on a regular basis. According to participating teachers, the most significant benefits of CL are academic gains, improved social skills, and language development, while the most significant challenges are a range of academic ability among pupils, pupil relationships and behaviour management, and organisational issues.
dc.language.isoenen_US
dc.subjectPrimary educationen_US
dc.subjectCooperative learning methodologyen_US
dc.subjectMathematicsen_US
dc.titleUse of cooperative learning methodology in the teaching and learning of mathematics in primary school – teachers’ perspectivesen_US
dc.typeThesisen_US
html.description.abstractThis study explored Irish teachers’ perspectives on the use of cooperative learning methodology in mathematics in primary school. Research questions addressed frequency and types of cooperative learning used by teachers, as well as its benefits and challenges. A mixed method approach, informed by pragmatist philosophical paradigm, was taken, with quantitative data gathered from 21 questionnaires, and qualitative data from two semi-structured interviews. Findings suggest that half of teachers use structured types of cooperative learning on a regular basis. According to participating teachers, the most significant benefits of CL are academic gains, improved social skills, and language development, while the most significant challenges are a range of academic ability among pupils, pupil relationships and behaviour management, and organisational issues.en_US


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