Effect of Cooperative Learning With Internet Reciprocal Teaching Strategy on Attitude Toward Learning STEM Literacy

Nofouz Mafarja, Mimi Mohaffyza Mohamad and Hutkemri Zulnaidi

SAGE Open, 2024, vol. 14, issue 3, 21582440241280899

Abstract: Conceptual understanding is one of the most difficult issues in teaching physics. This study investigated the effect of adopting cooperative learning and Internet reciprocal teaching (IRT) on science, technology, engineering and mathematics (STEM) literacy (physics) in secondary school by comparing the cooperative method with the IRT strategy and traditional method. A quasi-experimental research method was adopted. The data were analyzed using SPSS software. Participants were 60 physics students from 12th-grade secondary schools. In this study, two intact classes were involved: the experimental group consisting of 30 students taught with the cooperative technique and the IRT strategy and the control group comprising 30 students taught with the traditional method. After adjusting for word problem-solving pre-test scores for STEM literacy (physics), the two-way MANCOVA results indicate that the cooperative method with the IRT strategy has a significant effect at p  

Keywords: cooperative learning; internet reciprocal teaching strategy; MANCOVA; STEM literacy; physics education (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:14:y:2024:i:3:p:21582440241280899

DOI: 10.1177/21582440241280899

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