Effect of cooperative learning according to the Johnson, Johnson and Johnson-Holubec model on student performance in stoichiometry content

Abstract

The cooperative learning techniques represent an ideal way to start working as a team in the classroom. They allow to activate previous knowledge, to assure the understanding of the proposed task, plan the work, read comprehensively, answer questions as well as to solve problem situations. However, there are various cooperative educational techniques suggested without highlighting which could be the most efficient. By virtue of this, the research developed had the purpose of establishing the effectiveness of three types of cooperative learning, in the student performance of the fourth year students of general media education, from Tamaca Bolivarian High School in Lara state for stoichiometry content. This research was framed within the positivist paradigm, with a field nature under a quasi-experimental design. The treatment consisted in the development of the programmatic content of stoichiometry to each studied section, each one conformed under a different modality of cooperative learning, known as formal groups, informal groups and base groups proposed by Johnson, Johnson and Johnson-Holubec since 1999, through the design that Bará and Domingo did in 2005. Finally, a post test was applied on stoichiometry at the end of the treatment, with the purpose of measuring the effect of the independent variables and the statistical analysis of the data collected was carried out through an analysis of Fisher variance (ANOVA). The results obtained allow to conclude that the modalities Formal Groups, Informal Groups and Base Groups were effective to increase the student performance, however the type known as Informal Groups was the best of the three implemented for this educational level and for this thematic content.