Implementation Of Cooperative Learning In Nursing English Reading Teaching

This study investigated the effects of the Learning Together Cooperative Learning model in improving reading achievement of Nursing English and academic self-esteem and decreasing feelings of school alienation. Nursing English learners in two classes participated in the study, one of the class is an Experimental Class and another is a Control Class. A pretest and a posttest were employed. The results indicated no statistically significant differences between the Control and Experimental classes on the dependent variables of academic self-esteem and feelings of school alienation. However, the results revealed a statistically significant difference in favor of the Experimental Class on the variable of Nursing English reading achievement. The author discussed the pedagogical implications and suggested recommendations for further research. The study consists of six parts.The first part discusses the background, purposes and significance of the studyThe second part is the literature review. It includes the definition, models, elements and studies of the cooperative learning.The third part discusses the theoretical foundations of the research.The fourth part includes experimental study. A related experimental study and a questionnaire investigation are carried out to prove the hypothesis. Two classes are selected, as the subjects of the study, with one class as the Experimental Class and the other as the Control Class. From the results we can draw the following conclusion: the Learning Together Cooperative Learning model can improve reading achievement of Nursing English, but the function of this model in improving the academic self-esteem and decreasing feelings of school alienation is not distinct.The fifth part discusses the causes of the results in the research.The six part makes a summarization, states the limitations in the experiment and offers some suggestions for further study.