شبكة المعلومات العربية التربوية

This study aims at investigating the impact of using cooperative learning (STAD) on the reading achievement, motivation towards learning English and student-student interaction. The sample of the study consisted of 128 participants in seventh grade in Hebron; 64 of them were females and 64 were males. The students were assigned to control and experimental groups. The experimental group was instructed according to the CL Student Team Achievement Division method, whereas the control group was taught according to the traditional method. The treatment lasted for ten weeks. A pre and a post tests were administrated to assess low, mid and high achievers’ reading comprehension. A motivational questionnaire was also administered before and after the influence of CL to investigate low, mid and high achievers’ motivation towards learning English. Finally, Flanders’ modified model was used to measure the percentage of student – talk in comparison to the percentage of teacher- talk in the two classes. It was also used to measure the percentage of student- student interaction in comparison to teacher- student interaction. Results indicated that CL had a significant effect on low, mid and high achievers reading comprehension and motivation towards learning English, even though high achievers performed better than mid and low achievers. Furthermore, results indicated that CL enhanced student- student interaction and student- centered classroom. (Author’s abstract)