摘要：This article presents a pilot study that examined instructional practices and student outcomes of two courses designed using cooperative learning (CL) pedagogies in Ethiopian university context. The participants included 58 undergraduates and two teachers. The quantitative results showed that four inter-correlated pedagogical factors: Cooperative interaction, task orientation, academic challenge, and teaching effectiveness, together accounted for 69% and 52% of the variance in students’ satisfaction and gains scores, respectively. Each factor significantly predicted students’ satisfaction and gains, B > .27. Also, the qualitative results demonstrated that the teachers were able to incorporate CL pedagogies to existing instructional practices. Correspondingly, students found that they were more focused on their learning, experienced more interaction and enjoyment, and gained more academically than they had achieved before being involved in this initiative. However, the academic culture and local constraints put negative influence on implementation; findings illustrate how shifting the focus of instruction from a content-centered form to a learning-centered form greatly impacts not only the learning in class but also other important indicators of students’ success.
其他摘要：This article presents a pilot study that examined instructional practices and student outcomes of two courses designed using cooperative learning (CL) pedagogies in Ethiopian university context. The participants included 58 undergraduates and two teachers. The quantitative results showed that four inter-correlated pedagogical factors: Cooperative interaction, task orientation, academic challenge, and teaching effectiveness, together accounted for 69% and 52% of the variance in students’ satisfaction and gains scores, respectively. Each factor significantly predicted students’ satisfaction and gains, B > .27. Also, the qualitative results demonstrated that the teachers were able to incorporate CL pedagogies to existing instructional practices. Correspondingly, students found that they were more focused on their learning, experienced more interaction and enjoyment, and gained more academically than they had achieved before being involved in this initiative. However, the academic culture and local constraints put negative influence on implementation; findings illustrate how shifting the focus of instruction from a content-centered form to a learning-centered form greatly impacts not only the learning in class but also other important indicators of students’ success.
