The Effects of Cooperative Learning Activities on Self-Directed Learning in Early Secondary Education Students

Abstract

The purposes of this study were to 1) investigate the level of self-directed learning (SDL) among junior high school students in the experimental group before and after cooperative learning (CL) interventions, 2) examine the SDL level in the control group before and after conventional instruction, and 3) determine statistically significant differences in SDL levels between experimental and control groups post-intervention. The research employed a quasi-experimental design. The population consisted of 86 students who were members of the “Happy Mind, Healthy Life” club (pseudonym). A total of 42 students were selected as the sample and assigned to two groups: an experimental group and a control group, each comprising 21 students. The research instruments included a set of CL activities and an SDL questionnaire for early secondary education students, both validated by five experts. Data were analyzed using t-tests to compare pre-test and post-test scores within and between groups. The research results indicated that 1. Students in the experimental group showed a statistically significant increase in self-directed learning after participating in the cooperative learning activities at the .05 significance level (2). No significant difference was found in the control group between the pre-test and post-test scores. Moreover, 3. the post-test scores of the experimental group were significantly higher than those of the control group at the .05 level. Findings support implementing cooperative learning as a standard pedagogical approach for early adolescent learners to develop SDL capabilities.