The effect of cooperative learning on the thinking skills development of Foundation Phase learners

Abstract

We report on the findings obtained from a mixed-method study conducted in South Africa with a conveniently and purposively selected sample of 60 Grade 3 learners and their two teachers. The aim was to establish the thinking skills development of the learners and to determine the merits of a curriculum-based cooperative teaching and learning intervention programme for enhancing and/or improving the thinking skills of the learners. Quantitative data were collected by means of pre- and post-testing, as well as by means of structured observations during the fifteen-week implementation period of the intervention. Qualitative data were collected by means of semi-structured interviews with the teachers and focus group interviews with the learners. The research findings have significant implications for enhancing teaching practice in the Foundation Phase to improve thinking skills by means of a cooperative teaching and learning approach.