Regresar

The combined effect of the self-directing learning and cooperative learning in the students’ performance

Abstract:

The purpose of this study was to apply the self-directed learning using the cooperative learning to improve the problem-solving process of students who are studying the subject of thermodynamics offered in a major in electrical engineering from an Ecuadorian public University. Participated in this study 24 students who are registered in the subject of thermodynamics with age between 19 and 21 years old. The instructional task selected was the application of the first law of thermodynamics to isometric, isobaric, isothermal, and adiabatic processes. Which was presented in a self-directed learning package consists of four independent modules. This content had not been taught to students. In addition, the rules of the magic square self-instructions modules. Instruments include the pretest and posttest that were equal and contained 25 multiple-choice questions. This investigation followed the following procedure: (1) apply the pretest. (2) Form random cooperative learning groups using the technique of "cards". Each group was formed by four students (3) Apply the "Chain Gang" to the construction of the magic square. (4) Randomly deliver modules of self-directed learning to students in each group so that they study independently. (5) Share what they learned with the students in each group having the same content. (6) Return to their groups and teach what they have learned to their classmates. (7) Apply the posttest. The paired t test indicates that there was a significant difference between the posttest and the pretest (t = 16.37, p < 2.2x10-16). The results show that the combination of the self-directed learning and cooperative learning enhance students’ problem-solving skills.