A Research Of Factors Influencing The Efficiency Of Cooperative Learning In Senior High School

Cooperative learning, a form of small group study, is a teaching methodology thataims at achieving the best learning effect by promoting students to cooperate.(Johnson,Johnson, Holubet,1993). Since it was introduced to China in1990s, cooperative learninghas been warmly welcomed in English class of senior high school. However, few classescould get the best of cooperative learning. With the current situations of implementationof cooperative learning in English class of senior high school are considered, the factorsthat impede the successful implementation of cooperative learning are nailed down in theresearch with various instruments used and this research is based on the study of all theachievements in the field of cooperative learning domestically and overseas.This thesis consists of six parts: introduction, literature review, theoreticalframework, research methodology, data collection and analysis and conclusion. The dataand information are collected through classroom observation, questionnaire and interview.And through these instruments students’ opinions on key elements of implementingcooperative learning and problems in implementation of this pedagogical practice arecollected, thus factors that influence the effectiveness of cooperative learning are figuredout.The research lasts six weeks, and through thorough analysis of the data andinformation, the results of this research are as follows:1）In general, most of the students’ knowledge about cooperative learning is quitesuperficial or even vague, but the a number of students speaking highly of thispedagogical practice. And students are looking forward to be granted more power inmanipulating their own learning.2）Five main problems are detected in implementing cooperative learning. The mostserious one is insufficient preparation before cooperative work, from both teacher andstudents’ sides. The second factor is the awkward silence and overuse of Chinese. Thethird one is students’ unequal participation in group work which is caused bypolarization in class. The last two are the “hitchhike” phenomenon and inadequatediscussion among group members. 3）The factors that influence the effectiveness of cooperative learning are: theinteraction and cooperation of group members, group processing, adequate preparationbefore cooperative work, group members’ cooperative and communicative skills, andgroup members’ participation and discussion, good rapport between teacher and students,individual accountability.In view of the findings，the corresponding suggestions are proposed in the hope ofimproving the efficiency of cooperative learning: facilitate positive interaction andcooperation, prepare adequately for cooperative work, establish a close rapport betweenteachers and students, and improve teacher’s competence in cooperative learning andpromote students’ individual accountability. The author hopes this research will provideteachers useful suggestions in implementing cooperative learning in English class ofsenior high school.