<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andie Tangonan Capinding</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROMOTING ENGAGEMENT AND LEARNING IN BASIC STATISTICS: IMPLEMENTING THE TEAMS-GAMES-TOURNAMENT APPROACH FOR GRADE 8 STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic performance</style></keyword><keyword><style  face="normal" font="default" size="100%">basic statistics education</style></keyword><keyword><style  face="normal" font="default" size="100%">cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">statistical literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">student engagement</style></keyword><keyword><style  face="normal" font="default" size="100%">teams-games-tournament (TGT)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4843272</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Statistics is often perceived by students as abstract and complex, which leads to disengagement and poor comprehension. To address this challenge, the present study examined the effectiveness of the Teams-Games-Tournament (TGT) cooperative learning strategy in improving Grade 8 students’ performance in basic statistics at Nueva Ecija University of Science and Technology, Gabaldon Laboratory High School. TGT integrates teamwork, competitive games, and tournaments with the goal of enhancing students’ academic performance, engagement, and attitudes toward learning. A one-group pre-test-post-test quasi-experimental design and a descriptive correlational approach were employed, involving 37 purposively sampled Grade 8 students. Over six weeks, the students participated in TGT-based lessons, with data collected through pre-tests, post-tests, and engagement surveys. The results revealed a notable improvement in students' academic performance following the intervention. Student engagement was generally rated high, especially in activities involving collaborative learning, although relatively lower engagement was observed in inquiry-based tasks. Furthermore, a positive relationship was identified between student engagement and academic performance, emphasizing the importance of active participation in enhancing learning outcomes. The TGT effectively improves academic performance and engagement in basic statistics. However, individual variability in post-test results and lower engagement in inquiry suggest the need for strategies that foster questioning and equitable participation. This research contributes to pedagogical innovations, emphasizing statistical literacy as foundational for data-driven careers and higher-level analytical skills.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">277-294</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nisha Chakyarkandiyil</style></author><author><style face="normal" font="default" size="100%">Prakasha, G. S.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COOPERATIVE LEARNING STRATEGIES: IMPLEMENTATION CHALLENGES IN TEACHER EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">active learning</style></keyword><keyword><style  face="normal" font="default" size="100%">collaborative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed-method</style></keyword><keyword><style  face="normal" font="default" size="100%">student-centred learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1687425145.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The research in cooperative learning (CL) is robust. Despite the empirical research benefits of CL, its implementation faces challenges in teacher education classrooms. Teacher educators resist using CL and stick to the frontal teaching method. All this may be due to the difficulties perceived by teacher educators in implementing CL. The researchers used a concurrent triangulation mixed method research design to explore the perceived challenges of cooperative learning implementation among teacher educators from India. The researchers administered a questionnaire and obtained 300 responses from teacher educators through a survey, followed by a semi-structured interview among eight survey participants. The research findings revealed that the average perceived challenges among teacher educators are 63% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges. Female teacher educators perceived higher challenges than males. ANOVA results revealed a difference in challenges faced across the age group. These results demonstrate the need for future researchers to conduct a more in-depth examination of the challenges in implementing CL with more extensive samples in various educational settings in other world regions to develop effective solutions.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">340-360</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nyet   Moi Siew</style></author><author><style face="normal" font="default" size="100%">Norjanah Ambo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE SCIENTIFIC CREATIVITY OF FIFTH GRADERS IN A STEM PROJECT-BASED COOPERATIVE LEARNING APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">project-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific creativity</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM</style></keyword><keyword><style  face="normal" font="default" size="100%">trait dimension</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1596902782.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research aimed to examine the effects of an integrated STEM project-based with cooperative learning (STEM-PjBCL) approach on fifth graders’ five sub-scales of trait dimension in scientific creativity. A quasi-experimental pre-test and post-test non-equivalent control group design was employed. A total of 360 fifth graders from four randomly selected primary schools were chosen as sample and assigned to STEM-PjBCL (n=120), PjBL (n=120), and Conventional (CV) (n=120) instructional methods. The Figural Scientific Creativity Test was used as the pre-test and post-test. Multivariate Analysis of Covariance (MANCOVA) was performed on the post-test scores with pre-test scores as the covariates to examine whether a significant difference existed across the three methods. The results showed that fifth graders taught with the STEM-PjBCL method significantly outperformed their counterparts in the PjBL and CV method in Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. However, fifth graders taught in the PjBL method did not significantly outperform their counterparts in the CV method in the five sub-scales of scientific creativity. Large effect sizes were obtained for comparing STEM-PjBCL with the PjBL and CV method. The results suggest that the STEM-PjBCL method produces a significant beneficial effect on promoting the five sub-scales of trait dimension of scientific creativity among fifth graders.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">627-643</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Angel Mukuka</style></author><author><style face="normal" font="default" size="100%">Vedaste Mutarutinya</style></author><author><style face="normal" font="default" size="100%">Sudi Balimuttajjo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING THE BARRIERS TO EFFECTIVE COOPERATIVE LEARNING IMPLEMENTATION IN SCHOOL MATHEMATICS CLASSROOMS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">expository teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics classrooms</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed methods research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1575642623.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Literature is replete with research confirming the benefits of cooperative learning on students’ academic achievement and attitude towards mathematics. Despite these benefits, cooperative learning implementation in most Zambian secondary school mathematics classrooms has remained a challenge. An explanatory sequential mixed methods research design was employed to determine the causes of teacher-resistance to cooperative learning implementation in selected schools. A cluster random sampling method was used to select 62 teachers (43 male and 19 female) of mathematics from six public secondary schools in Ndola district of Zambia. A questionnaire was administered to all the 62 teachers followed by lesson observations in six randomly selected grade 11 mathematics classrooms, whose teachers later attended a focus group discussion. Research findings revealed that the majority of participants prefer expository teaching to cooperative learning. More than 64% of the participants indicated that they resisted implementing cooperative learning in their classrooms due to shortcomings in; assessing learners, ensuring a disciplined class environment, completing the already bulky syllabus, handling large classes, students’ low reasoning abilities and preparation time versus high teaching loads. These results provide evidence on the need for more attention to how the identified challenges could be addressed not only in Zambian mathematics classrooms but in other educational settings elsewhere.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">745-757</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Katia Lehraus</style></author><author><style face="normal" font="default" size="100%">Géry Marcoux</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CO-REGULATION PROCESSES WITHIN INTERACTIVE DYNAMICS: INSIGHTS FROM SECOND GRADERS’ COOPERATIVE WRITING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">collaborative writing</style></keyword><keyword><style  face="normal" font="default" size="100%">cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">interactive dynamics</style></keyword><keyword><style  face="normal" font="default" size="100%">learning processes</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative analysis</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1533495354.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research aims at analyzing the features of interactive dynamics in second graders’ peer interactions (age 7-8) during cooperative writing in classroom settings. Focused on in-depth qualitative analyses of videotaped data, four pupil pairs’ interactions have been examined in light of three dimensions: social, cooperative and cognitive. Within two main types of dynamics (favoring vs. not favoring learning), conjectures have been drawn about co-regulation processes in peer learning. While negative dynamics have shown to be detrimental for the cognitive processing of the task, thus needing teacher contextual regulation, positive dynamics have revealed three forms of teamwork, labelled self-reliant, autonomous and dependent. The results show that young learners, even when engaged in positive dynamics, are not always able to co-regulate peer learning. These findings call for teacher’s careful observation in order to scaffold learners’ cognitive processing.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">425-436</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Radka Borůvková</style></author><author><style face="normal" font="default" size="100%">Petr  Emanovský</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SMALL GROUP LEARNING METHODS AND THEIR EFFECT ON LEARNERS’ RELATIONSHIPS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">isolated learners</style></keyword><keyword><style  face="normal" font="default" size="100%">learners’ relationships</style></keyword><keyword><style  face="normal" font="default" size="100%">small group learning methods</style></keyword><keyword><style  face="normal" font="default" size="100%">sociometric methods</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1203604</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">70</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Building relationships in the classroom is an essential part of any teacher's career. Having healthy teacher-to-learner and learner-to-learner relationships is an effective way to help prevent pedagogical failure, social conflict and quarrelsome behavior. Many strategies are available that can be used to achieve good long-lasting relationships in the classroom setting. Successful teachers’ pedagogical work in the classroom requires detailed knowledge of learners’ relationships. Good understanding of the relationships is necessary, especially in the case of teenagers’ class. This sensitive period of adolescence demands attention of all teachers who should deal with the problems of their learners. Special care should be focused on children that are out of their classmates’ interest (so called isolated learners or isolates) in such class and on possibilities to integrate them into the class. Natural idea how to do it is that of using some modern non-traditional teaching/learning methods, especially the methods based on work in small groups involving learners’ cooperation. Small group education (especially problem-based learning, project-based learning, cooperative learning, collaborative learning or inquire-based learning) as one of these methods involves a high degree of interaction. The effectiveness of learning groups is determined by the extent to which the interaction enables members to clarify their own understanding, build upon each other's contributions, sift out meanings, ask and answer questions. An influence of this kind of methods (especially cooperative learning (CL)) on learners’ relationships was a subject of the further described research. Within the small group education, students work with their classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the cooperative learning methods help to integrate isolated learners into the class? The research was realized as a pre-test-post-test design for the sample of 207 learners of first, second and third grades of lower secondary school. Standardized sociometric questionnaire B-3 was used to determine the number of isolated learners before and after using the CL methods. Consequently, using the Wilcoxon statistic test of significance, the hypothesis was verified that the number of isolates after the CL methods is statistically significantly lower than that of the case before using the non-traditional teaching/learning method. Accordingly, the research results justify implementation CL methods into education.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">45–58 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Zoe  Fountopoulou</style></author><author><style face="normal" font="default" size="100%">Stiliani  Naki</style></author><author><style face="normal" font="default" size="100%">Ioannis  Trifiatis</style></author><author><style face="normal" font="default" size="100%">Maria  Loumou</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INNOVATIVE TEACHING STRATEGIES ON THE DIACHRONIC VIEW OF GREEK AS MOTHER TONGUE: FROM ANCIENT TO MODERN GREEK LANGUAGE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">modern Greek</style></keyword><keyword><style  face="normal" font="default" size="100%">mother tongue</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399915777.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this chapter we present the implementation of new technologies in mother tongue learning and teaching based on the principles of cooperative learning. The data quoted come from an educational project named ‘Nereides’, which involved the creation of educational software in support of mother tongue teaching in both obligatory and non-obligatory Greek secondary education, and thus addressed schoolchildren aged from 12 to 18 years.
 Aiming at the optimization of the learning and teaching procedure, the educational tool presented here has sought to combine elements from mother tongue didactics and the use of new technologies in education. At first, educational scenarios were designed based on cooperative learning and teaching of mother tongue in combination with new technologies. This tool was then tested, first, and implemented, after, in the framework of an empirical research, in the school year 2007-2008 in certain Athens schools. The results of this empirical research were encouraging for the research team: pupils responded positively to the learning software, working groups were effective and Greek language teachers highlighted the participation even.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">51-59</style></section></record></records></xml>