Challenges in Using Cooperative Learning

Despite the benefits of the cooperative learning method, it is worth noting that it has some inherent challenges. Bainbridge (2004) was of the view that this method can help students develop their leadership skills and their ability to work with others as a team. He however noted that gifted students are often placed in groups with non-gifted children, sometimes with the goal of having the gifted student help the others either directly or by example. The situation that may arise this instance is that at the end of the day, the gifted student is not likely to learn anything new because the non-gifted students may not be able to help in that direction, the non-gifted students are also not likely to develop any leadership skills because they may be fully under the guidance of the gifted ones. Additionally, Tsay and Brady (2010) posited that students often provide

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feedback in the success of the teamwork experienced during cooperative learning experiences but peer review and evaluations done by the students for their groups may not reflect true experiences due to perceived competition among peers. In this regard, confidential evaluation process may help to increase evaluation strength and also help all task team members benefit equally.

Secondly, Kayler (1998) in her study also found some negative, unintended consequences of cooperative learning, which she related to the role of the classroom teacher, students, behaviour and roles within cooperative group work, level of content understanding, teacher imposed time limits, and cooperative group grades. She finally suggested that conflict resolution skills development is critical for all students in order to engage in more beneficial cooperative learning experiences.

In order to create an environment in which cooperative learning can take place, Education Broadcasting Cooperation (2004) recommends three things:

• Students need to feel safe, but also challenged.

• Groups need to be small enough that everyone can contribute.

• The task students’ work together on must be clearly defined. The cooperative and collaborative learning techniques presented here should help make this possible for teachers.

In the view of Ormrod (2004) cited in Sims (2010), who postulates that disadvantages of cooperative learning are that “students may sometimes be more interested in achieving a group reward with the least possible effort and so will focus more on getting the “right” answer than on ensuring that all group members understand the subject matter being studied”. If one student does more talking and work, that student has the tendency to learn more than the others in the group. If incorrect information, strategies, or methods are suggested by one student, then the whole group is at risk of accepting it. It is important for the teacher to follow the group’s discussions and lesson plans. The

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teacher should provide structure and guidance to promote the utmost learning and achievement possibilities.

A clear manifestation of the challenges inherent in the cooperative method was reported by Chen (1998) in a study that revealed that many student interviewees reported feelings of stress in a traditional English classroom because they were worried that their peers, whom they considered rivals in competition for good grades as well as the teacher’s attention and approval, might make fun of them if they failed to provide the accurate answer in front of the whole class. Cheng noticed that students’ concern over loss of face and their sense of need to compete with and surpass their peers triggered a vicious cycle, which often increased the anxiety level and caused a chain reaction of poorer and lower self-esteem. Additionally, Cheng’s study has shown that the traditional method, which has been adopted by a majority of the English teachers in Taiwan, could bore the students and even totally ruin some students’ learning motivation (cited in Hui- Chuan, 2006).

Sharan (2010) also identified a problem with the constant evolution of the cooperative learning and describes the situation as a threat. It is stated that cooperative learning is constantly changing. A factor that leaves teachers confused and makes them lack a complete understanding of the method.

Furthermore, teachers implementing cooperative learning may also be challenged with resistance and hostility from students who may be harbouring the feeling that students in the team who are slow to learn, shy or have less confidence would be retarding their progress.

3.10 Conclusion

Van Wyk (2007) cites the works of various researchers and concludes that cooperative learning is capable of:

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• Promoting the process of effectively and efficiently establishing links between prior knowledge and new subject matter;

• Encouraging a critical attitude among learners towards the subject matter;

• Promoting a process of expanding learners’ understanding of their social environment and their active engagement therein; and

• Developing and promoting thoroughness, tidiness, and precision within the teaching and learning environment.

All the factors outlined above are enough grounds to establish cooperative learning as the method to use in making teaching and learning more effective, compared to individual, competitive and the traditional method of teaching. In agreement with Van Wyk’s conclusion, this research establishes through various research findings and classroom practice how teachers are able to arouse and sustain students’ interest in learning through the use of cooperative learning and also how Smith’s (2000) forming, storming, norming and performing in group work is established in order to ensure that task members work individually and collaboratively to ensure the attainment of group goals.

Various theories of cooperative learning were outlined in this study including the social interdependence theory, which serves as the backbone of the cooperative learning strategy and which makes clear the need to work together and depend on one another every now and then -interdependence- in order to reach a target that has been set for the whole group to attain, though individual efforts will be very important in reaching the ultimate goal of the task group. The other theories such as the social learning, social constructivist, the zone of proximal development and group cohesion theories are built on slightly different elements; they all lean on cooperation just like the SI theory, which is beneficial to achieving success in teaching and learning.

The cooperative learning method comes with its own principles which are basically five in all Siltala (2010). This study has looked at how some researchers and authorities

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have come out with these principles and named them elements or characteristics and how they form the foundation of cooperative learning irrespective of the name that has been given to it. The usage of the method in question was also considered and it led to revealing some benefits that accrue as a result of adopting the cooperative learning method in teaching and learning. Although some challenges in using the method were also outlined, it still stands clearly that the benefits of using the theory far outweigh the challenges that do exist in using this method.

This study researches into how STAD is being applied in the teaching of EFAL in Kwazulu-Natal so the next chapter (Chapter Four) will do a critical investigation of the STAD by considering issues concerning the strategy. Some of the issues that will be considered in-depth are; historical overview, definition issues, application, benefits and challenges in using STAD.

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