The degree of use of cooperative learning strategy by second cycle basic education teachers in teaching educational curricula

Abstract

This study aimed to identify the extent to which teachers in the second cycle of basic education use the cooperative learning strategy in teaching the curriculum. The sample consisted of 324 male and female teachers in schools in the city of Latakia. To achieve the study's objectives, the researcher used the descriptive-analytical method, and a questionnaire was adopted as the research and data collection tool. The questionnaire consisted of 30 items. The study's results showed the following: Teachers in the second cycle of basic education use the cooperative learning strategy in teaching the curriculum to a moderate degree. There are statistically significant differences at the significance level (α = 0.05) between the arithmetic means of the extent to which teachers in the second cycle of basic education use the cooperative learning strategy in teaching the curriculum, attributable to the following variables: gender, favoring female teachers with the highest arithmetic mean (3.66); academic qualification, favoring teachers with a bachelor's degree or diploma; and years of teaching experience, favoring those with less than 5 years, 5 years, and less than 10 years.

The study suggests designing professional development programs for all teachers; organizing training courses and specialized programs that focus on how to design collaborative worksheets; and reducing teaching loads for teachers.