FACTORS INFLUENCING EFFECTIVE COOPERATIVE EDUCATION IMPLEMENTATION IN IMO STATE
ABSTRACT
The study assesses the factors influencing the effective implementation of cooperative education in Imo State. It offers a theoretical examination of the concept of cooperative education and its significance, as well as an examination of key players in the implementation process. The study is particularly significant because it depicts a fundamental aspect of educational learning.
INTRODUCTION
Cooperative Learning (CL) is an umbrella term for a variety of educational approaches that involve students’ or students and teachers’ collaborative intellectual effort (Smith and MacGregor, 1992:10). It necessitates a small group of students working together on a common task, supporting and encouraging one another to improve their learning. Student Team Achievement Division (STAD) (Slavin, 1983) is one type of CL in which students work in groups to ensure that all members have mastered the objective.
Pupils then take individual tests on the material, with team scores averaged. Another approach is Group Investigation, which consists of four components: investigation, interaction, interpretation, and intrinsic motivation (Sharan, 1994). Jigsaw (Aronson et al, 1978) entails each member of a group learning an important part of a larger topic by working with a focus group and then assisting the home group in combining the knowledge to complete the task.
The Structural Approach (Kagan, 1994) consists of structures, or social interaction sequences, that allow the teacher to use simple strategies to transform existing lessons into a cooperative format. These strategies, or structures, are content-free mechanisms that can be applied across the curriculum; for example, think-pair-share, in which students are asked a question, given time to think, and then discuss with a partner before sharing with the class.
Researchers generally agree on two features essential to cooperative learning, regardless of format: positive interdependence and individual accountability (Cooper and Mueck, 1992; Slavin, 1992; Smith et al 1992; Cottell and Millis, 1992). Cooperative education (also known as co-op education) is a structured method of combining classroom-based education with practical work experience.
A cooperative education experience, or “co-op,” is academic credit for structured job experience. Cooperative education is becoming increasingly important in assisting young people in making the transition from school to work, as well as in 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 typically based on the principles of children’s rights, equality, equity, and decision-making participation. Its methods include game play, opinion expression, democratic participation, sharing, ensuring that all students have an equal opportunity to participate, and conflict resolution.
1.1 INTRODUCTION TO THE STUDY
Providing complete, practical, and solid knowledge of taught subjects in a variety of academic fields is critical for the student’s overall well-being.
As a result, a study of this kind is required.
A “Cooperative Education Program” is defined as a program that alternates periods of academic study with periods of work experience in appropriate fields of business, industry, government, social services, and the professions based on the following criteria:
The co-operative educational institution develops and/or approves each work situation as a suitable learning situation; the co-operative student is engaged in productive work rather than simply 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
School-to-work and service learning have also been promoted as means of connecting theory and practice through meaningful experiential learning.
Furco (1996) draws parallels between school-to-work and service learning. Although the goals of school-to-work, service learning, and co-op differ, each of his points applies to cooperative education: Based on the belief that learners learn best through active participation in meaningful activities, Consider students to be active learners and knowledge producers. Use of instructional strategies such as contextual learning and knowledge application to real-world situations Schools must form formal partnerships with outside organizations. Concern about integrating school and outside experiences
1.2 THE PROBLEM’S DEFINITION
The value of cooperative education cannot be overstated because it provides students with a thorough understanding of the subject both theoretically and practically.
However, its adoption and effective implementation are required to achieve its goals. The research problem is to identify the factors that influence the effective implementation of cooperative education in Imo state.
1.3 QUESTION FOR RESEARCH
1 What exactly is cooperative education?
1 What are the critical factors influencing the effective implementation of cooperative education?
2 What factors influence the effective implementation of cooperative education in Imo State?
1.4 THE RESEARCH’S OBJECTIVE
1 Identify the nature of cooperative education
2 To assess the critical factors for effective cooperative education implementation.
3 To identify the factors that influence the effective implementation of cooperative education in Imo State.
1.5 THE STUDY’S IMPORTANCE
The study will clarify the nature of cooperative education, its goals, and the critical factors for its successful implementation.
It will also be a valuable resource for educators, teachers, lecturers, and students.
1.6 HYPOTHESIS STATEMENT
Imo State has a high rate of 1 Ho Cooperative Education.
Hello, Imo State has a low rate of cooperative education.
2 Ho Imo state has a high rate of achievement of the cooperative education goal.
Hi Imostate’s cooperative education goal attainment rate is low.
The number of factors influencing effective cooperative education implementation in Imo State is three.
There are numerous factors influencing the effective implementation of cooperative education in Imo State.
1.7 STUDY OBJECTIVES
The study will provide a theoretical assessment of cooperative education, its goals, limitations, and critical factors for its effective implementation.
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1.8 TERMS
DEFINITION OF COOPERATIVE EDUCATION
Cooperative education (also known as co-op education) is a structured method of combining classroom-based education with practical work experience. A cooperative education experience, or “co-op,” is academic credit for structured job experience.
Cooperative education is becoming increasingly important in assisting young people in making the transition from school to work, as well as in 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 typically based on the principles of children’s rights, equality, equity, and decision-making participation. Its methods include game play, opinion expression, democratic participation, sharing, ensuring that all students have an equal opportunity to participate, and conflict resolution.
DEFINITION OF EDUCATION
According to OLAWEPO (1997), education is intended to coordinate the three aspects of human nature. He contended that one of the three aspects is the cognitive domain, which includes perception, sensation, imagination, memory, and thought. This aspect should be coordinated by education in order to produce a balanced individual capable of thinking correctly with adequate foresight and sensitivity to human feelings.
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FACTORS INFLUENCING EFFECTIVE COOPERATIVE EDUCATION IMPLEMENTATION IN IMO STATE