The effects of cooperative learning on certain variables related to reading, parents?, and studens? opinions toward cooperative learning

The aim of this study was to explore the effects of cooperative learning on fifth-grade students? reading comprehension, vocabulary, reading fluency, and reading attitude. This research also aimed to determine students? and parents? opinions toward cooperative learning.In this research, sequential explanatory mixed method was used to test the research hypotheses and questions. This research was conducted in 2008-2009 academic year in Kırşehir. The subjects of this research were 72 students assigned randomly to an experimental group and two control groups. This research lasted 14 weeks. Cooperative learning was used in the experimental group whereas the control groups were instructed using Turkish Class Instruction Program. The Cooperative learning activities in experimental group include activating background knowledge, questioning, analyzing text structure, creating mental images, summarizing, multiple exposure, repeated practices, sharing, interaction, making discussion, engagement, explanation and elaboration. The quantitative part of this research, where students? reading comprehension, vocabulary, reading fluency and reading attitude were tested using quasi-experimental research and, also surveyed the experimental group students? opinions toward cooperative learning. In the qualitative part of this research, students? and parents? opinions were obtained using semi-structured focus group interviews. Data obtained from the quantitative section was analyzed using MANCOVA, ANCOVA, percentage, and frequency. For the qualitative section, data were analyzed using content and descriptive analyses. Qualitative data analyses was supported with NVivo package program as well.Findings collected from the quantitative section revealed that there were significant differences between the experimental group and the control groups on post-test scores of reading comprehension, reading fluency, and vocabulary in favor of the experimental group. In contrast, there was no significant difference between the groups in terms of reading attitude. In addition to these findings, the students in the experimental group enjoyed working together in cooperative groups to accomplish their academic and affective goals. Also, findings obtained from the qualitative section indicated that the students in the experimental groups improved their positive interdependence, face to face interaction, group processing, conflict management skills, interpersonal skills, and individual accountability. The finding regarding the students? opinions also showed that the students experienced a few problems when they worked together in cooperative groups. The data obtained from the parents? opinions with regard to cooperative learning showed that the parents believed that the students in the experimental groups improved their positive interdependence and interpersonal skills, and different reading skills working together in the cooperative groups. What is more, parents? opinions revealed that both they and students had a positive attitude toward cooperative learning. The findings collected from the qualitative section also clarified why there were significant differences in favor of the experimental group in terms of reading comprehension, vocabulary, and reading fluency.