Teachers Knowledge Attitude And Practice Of Cooperative Learning The Case Of Alamata Town Administration Second Cycle Primary Schools

The purpose of this study was to describe the knowledge, attitude and practice ofrnteachers towards cooperative learning. The study was conducted in AlamatarnTown Administration second cycle primary schools. In the town there are fivernelementary schools. The researcher selected three schools through simple randomrnsampling technique. Questionnaire, interview and observation were used torngather data. Participants of the study were teachers, students, supervisor andrnprincipals. Available sampling was used for teachers, supervisor and principals.rnRegarding selection of students’ simple random sampling technique wasrnemployed. Accordingly, 30 teachers, 1 supervisor, 212 students and 3 principalsrnwere included as respondents of the study. Regarding to the method of researchrnemployed, the researcher used descriptive survey. This was due to the fact thatrndescriptive survey method was more appropriate to collect adequate informationrnfrom various participants. On the top of this, both qualitative and quantitativernanalysis techniques was employed. The study revealed that teachers did not knowrnwhat cooperative learning really is. However, it was found that teachers seem tornhave a favourable attitude towards cooperative learning, though they did notrnproperly practice it in classroom instructions. It was also found that teachers inrnthe study lack the necessary skills for implementing cooperative learningrnmethodology. Seating arrangement and back ground of classrooms beingrnobserved was also found to be not suitable for practicing cooperative learning.rnFinally, based on the above findings, some recommendations have beenrnforwarded. These are; adequate training time should be devoted to acquaintrnteachers with how and when to effectively implement cooperative learning inrnclassroom instructions. It has also been recommended that for the cooperativerngroup learning to be more likely to work in the classroom, teachers’ should getrnaccess to long term support and learn from one another. This long term supportrncan be through mentors, peer coaching and sharing ideas

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