ABSTRACT
The research provides an appraisal of the
factors influencing effective implementation of cooperative education in
imo state
. It provides a theoretical study of the
concept of cooperative education and its significance while elucidating
key players in the implementation process.The research is
particularly important as it depicts a
fundamental dimension in educational learning.
INTRODUCTION
Cooperative
Learning (CL) is the umbrella term for a variety of educational approaches
involving joint intellectual effort by students, or students and teachers
together, (Smith and MacGregor, 1992:10). It requires a
small number of pupils to work together on a common task, supporting and
encouraging each other to improve their learning. Types of CL vary from Student
Team Achievement Division (STAD) (Slavin, 1983), where pupils work in teams to
ensure that all members have mastered the objective. Pupils then take
individual tests on the material and scores are averaged for teams. Another
form, Group Investigation, isa problem solving approach which has four
elements: investigation, interaction, interpretation and intrinsic motivation
(Sharan, 1994). Jigsaw, (Aronson et al, 1978)involves each member of a group
learning an essential part of a whole of a topic by working with a focus group
and then helping the home group to combine the knowledge to complete the task.
The Structural Approach, (Kagan, 1994) consists of structures, or social
interaction sequences, which enable the teacher to transform existing lessons
into a co-operative format by using simple strategies. These strategies, or
structures, are content-free mechanisms and are widely transferable across the
curriculum; an example being, think-pair-share, where pupils are asked a
question, given time to think, then they discuss with a partner before sharing
with the class. Regardless of the specific format, researchers generally agree
on two features essential to cooperative learning: positive interdependence and
individual accountability (Cooper and Mueck, 1992; Slavin, 1992; Smith et al
1992; Cottell and Millis, 1992.Cooperative education (or co-operative education)
is a structured method of combining classroom-based education with practical work experience. A cooperative education
experience, commonly known as a "co-op", provides academic credit for
structured job experience. Cooperative education is taking on new importance in
helping young people to make the school-to-work transition, service learning, and experiential learning initiatives. Cooperative education
is also the use of active participation methods in which students learn how to
work together to solve problems, this is normally founded on the principles of
children's rights, equality, equity and participation in decision-making. Its
methods include game playing, expressing opinions, democratic participation,
sharing, ensuring students all have an equal opportunity to take part, and
conflict resolution.
1.1 BACKGROUND OF THE STUDY
Providing
full, practical and solid knowledge of taught subjects in diverse fields of
academic Is essential for the overall wellbeing of the student.Hence the need
to provide a research of this nature.Co operative Education Program" means a program which alternates
periods of academic study with periods of work experience in appropriate fields
of business, industry, government, social services and the professions in
accordance with the following criteria:each work situation is developed and/or
approved by the co-operative educational institution as a suitable learning
situation;the co-operative student is engaged in productive work rather than
merely observing;the co-operative student receives remuneration for the work
performed;the co-operative student's progress on the job is monitored by the
co-operative educational institution;the co-operative student's performance on
the job is supervised and evaluated by the student's co-operative employer;the
time spent in periods of work experience must be at least thirty per cent of
the time spent in academic study.School-to-work and service learning have also
been promoted as ways to link theory and practice through meaningful experiential
learning experiences.furco 1996outlines
the similarities between school-to-work and service learning. Although
school-to-work, service learning, and co-op have different goals, each of his
points also applies to cooperative education:Based on the philosophy that learners learn best through
active engagement in meaningful activities,View of students as active learners
and producers of knowledge,Use of such instructional strategies as contextual
learning and application of knowledge to real situations,Requirement for
schools to establish formal partnerships with outside entities,Concern for
integrating school experiences and external experiences
1.2 DEFINITION OF THE PROBLEM
The
importance of cooperative education cannot be over emphasized as it affords the
student a perfect understanding of the subject both theoretically and
practically.however its adoption and effective implementation is essential to
realize its objectives. The problem
confronting the research is to determine factors influencing effective implementation
of cooperative Education in imo state
1.3
RESEARCH QUESTION
1
What is the nature of cooperative education
1
What is the essesntial factors influencing effective
implementation of cooperative Education
2
What constitute the factors influencing effective
implementation of cooperative education in imo state
1.4 OBJECTIVE OF THE RESEARCH
1 To determine the nature of cooperative
education
2 To appraise the essential factors for
effective implementation of cooperative education
3
To determine the
factors influencing effective implementation of cooperative education in imo
state.
1.5 SIGNIFICANCE OF THE STUDY
The
study shall elucidate the nature of cooperative education, its objectives and
essential factors for its effective implementation.
It
shall also serve a veritable source of information for educationist, teachers,
lecturers and students.
1.6 STATEMENT OF HYPOTHESIS
1
Ho Cooperative Education in imo state is high
Hi Cooperative Education in imo state is low
2
Ho The attainment of cooperative education objective in imo state is high
Hi The attainment of cooperative education
objective in imostate is low
3
Ho Factors influencing effective implementation of cooperative education in imo
state is low
Ho Factors influencing effective
implementation of cooperative education in imo state is high
1.7 SCOPE OF THE STUDY
The study shall provide a theoritical appraisal of cooperative
education , its objective ,limitation and essential factors for its effective
implementation.
.
1.8 DEFINITION OF TERMS
COOPERATIVE
EDUCATION DEFINED
Cooperative
education
(or co-operative education) is a structured method of combining
classroom-based education with practical work experience. A cooperative education
experience, commonly known as a "co-op", provides academic credit for
structured job experience. Cooperative education is taking on new importance in
helping young people to make the school-to-work transition, service learning, and experiential learning initiatives. Cooperative education
is also the use of active participation methods in which students learn how to
work together to solve problems, this is normally founded on the principles of
children's rights, equality, equity and participation in decision-making. Its
methods include game playing, expressing opinions, democratic participation,
sharing, ensuring students all have an equal opportunity to take part, and
conflict resolution.
EDUCATION
DEFINED
OLAWEPO(1997)opined
that education is meant to coordinate the three aspects of human nature. He
argued that one of the three aspects is the cognitive domain that is the mental
partWhich includes perception, sensation, imagination, memory and thinking.
This aspect should be coordinated by education in such a way as to make a
balanced individual who can think right with adequate foresight and sensitivity
to human feelings.