An Empirical Research On The Effects Of Group Cooperative Learning On The English Study Of Junior High School Students In Grade 9

The group cooperative learning model has been praised as one of the most important and successful reforms in recent ten years.Many studies on it have showed that it can improve the academic achievements of students.The further verification of its learning effects help to deepen our understanding of the theories of group cooperative learning on the one hand and on the other hand to improve the class teaching effects.This empirical research,based on the Zone of Proximal Development Theory,Maslow's Hierarchy of Needs Theory and the Classroom Instructional Technology Theory,adopts the design of experiment and questionnaire to investigate the following two research questions(1)what effects group cooperative learning can bring to the academic achievement of the students in Grade 9;(2)what effects group cooperative learning can bring to the emotions of students in Grade 9.The first research question is investigated by experiment.The second research question is investigated by questionnaire.Two classes in Grade 9 are chosen to participate in the experiment.Each has 40 students.One class is treated as experimental class,the other class as controlled class.Before experiment,pretest is given to both of the experimental class and controlled class and the pre-questionnaire is given to the experimental class.After a three-month experiment,the 80 participants have a post-test and the students in experimental class have a post-questionnaire.After the data are collected,they are analyzed by SPSS 20.After the experiment,the result of independent T-test of the post-test shows significant difference on their English scores between the experimental class and the controlled class.It means that group cooperative learning can improve students' academic achievements.The results of Paired T-test show significant difference among all the dimensions between the pre-questionnaire and the post-questionnaire of the experimental class.It means group cooperative learning plays a positive role in students' emotions.These results implicate that(1)The teacher could design various group cooperative learning activities according to different contents to make all the students participate in class activities and learn by doing,as well as learn from peers;Peer-learning appears an effevtive way of achieving i+1.(2)Group cooperative learning can not only improve the students' academic achievement,but also can promote the students' emotions.When doing group work together,students' emotion can be easily activated.And their interest,will,motivation,confidence and cooperative spirit are easy to be developed and enhanced.In return,these helps students develop their academic performance.