Teachers' and Students' Roles in Promoting Cooperative Learning at Haramaya, Dire Dawa, and Jigjiga Universities, Ethiopia

Abstract

The purpose of this study was to analyze the roles of instructors and students to implement cooperative learning in eastern Ethiopian higher learning institutions. Using a survey design, purposive and stratified random sampling techniques were used to select 1244 respondents (students, instructors, college deans, department heads, and cooperative learning coordinators) from three universities. Data were collected using questionnaires, interviews, and observations. The mean, standard deviation, and ANOVA were used for analysis of the data. The results revealed that instructors were not acting as facilitators and were not offering guidance on how students should collaborate. Almost every instructor placed an emphasis on the lecture method. As evidenced by the data, the majority of instructors have a solid understanding of cooperative learning. However, owing to heavy workloads, large class sizes, and other factors, cooperative learning was not implemented adequately. Students failed to take ownership of their own learning and failed to share their information, talents, and experiences with one another. The constraints to implementing cooperative learning were inadequate responsibility sharing, inequitable work assignments, and a lack of consideration for diverse ability grouping. As a result, instructors must understand how to arrange learning settings in such a way that positive interdependence, individual accountability, proper use of social skills, and group processing are promoted. Moreover, program leaders should strengthen their monitoring and support of the educational process to ensure that instructors and students practice cooperative learning. It is critical for university quality assurance experts to plan and deliver training on cooperative learning and its implementation.