• The effects of the fan-n-pick cooperative learning strategy on young Saudi students

      Al Matrafi, Sameha (2016-03)
      Cooperative learning allows students to share ideas, ask questions and give feedback. The “Fan-N-Pick” strategy is a cooperative learning strategy developed by Spencer Kagan. The purpose of this study was to examine the effectiveness of using the Fan-N-Pick cooperative learning strategy with young Saudi girls, aged 6-7, in science class to improve performance and participation. The research was conducted over a period of two weeks in an elementary school in Makkah, Saudi Arabia. The participants in this study were 48 female students from two science classes in the first grade. One class was the experimental group, and the other was the control group. The experimental group was taught by using the Fan-N-Pick cooperative learning strategy while the control group was taught by using a traditional, lecture method. The researcher compared the posttest scores and students' participation rates, as measured by observations during four lessons, between the control group and the experimental group. The results of this study showed significant improvement of students’ performance and participation through using the cooperative learning Fan-N-Pick strategy.
    • Using cooperative learning strategies to increase students' participation and positive learning outcomes

      Aldosari, Abdulmajeed (2016-05)
      There is a need for high-quality education in Saudi Arabia for the next generation to equip them for facing the challenges of the developed world, and traditional learning techniques are unable to perform well. One of the most powerful ways to increase student participation in class is through the creation of a cooperative learning environment. Research into the general effectiveness of cooperative learning techniques suggests that cooperative learning is superior to traditional learning in terms of academic achievement. Many schools in the United States and other developed countries are effectively implementing cooperative learning techniques to increase students’ classroom participation and positive learning outcomes. This study was conducted during the summer of 2015 in Saudi Arabia. The participants of this study were 24 students in the fifth-grade. The research was at a school in Sulail City of the Riyadh. The selected model consisted of pre-test and post-test activities. A quantitative approach was used in this study to gather empirical evidence on the effectiveness of cooperative learning strategies in math class. The students were divided into two groups, the experimental group and the control group. Each student's participation was analyzed individually. All students were tested by the same pre-test and post-test. According to the results, there was an increase in the student participation and learning outcomes by the experimental group as compared to the control group. This research indicates the need for further development of teachers’ pedagogical skills in Saudi Arabia.