5. Research Methodology
In the development of the research, a mixed methodology was employed. In this respect, Hernandez, Fernandez
and Baptista (2003:21) affirmed that the mixed designs "represent the highest degree of interaction or combination
between the qualitative and quantitative approaches. Both are mixed or combined into the whole research process, or
at least in most of its stages". They emphasize that mixed designs allow to obtain the best evidences and
understanding of the phenomena. Therefore, the opinions from the students are invaluable for the understanding of
the processes taking place inside the classroom.
In this respect, Creswell (2008) states that it is possible to integrate in the same study, quantitative and qualitative
methodologies in order to generate more understanding about the subject. In this case the main part of the research
was to identify how the students perceive the cooperative learning, its advantages and disadvantages.
The population was of 250 students located in the first semester from different engineering. A pre - test with 22
items to identify the strengths and weaknesses perceived by students in the use of cooperative learning (CL) was
applied. After the introduction of the CL, its effect was evaluated by using a post - test with 25 closed answer items
and 3 open answer items with a random sample of 84 students. To detect effects from the perception of students
about cooperative learning in the classroom, we took notes during the implementation of activities
5. Navorsingsmetodologie
In die ontwikkeling van die navorsing, 'n gemengde metode is gebruik. In hierdie verband, Hernandez, Fernandez
en Baptista (2003: 21) bevestig dat die gemengde ontwerpe "verteenwoordig die hoogste graad van interaksie of kombinasie
tussen die kwalitatiewe en kwantitatiewe benaderings Albei is gemengde of gekombineer in die hele navorsingsproses, of.
Ten minste in die meeste van sy stadiums ". Hulle beklemtoon dat gemengde ontwerpe toelaat om die beste bewyse en kry
begrip van die verskynsel. Daarom is die menings van die studente is van onskatbare waarde vir die begrip van
die prosesse wat plaasvind in die klaskamer.
In hierdie verband, Creswell (2008) beweer dat dit moontlik is om te integreer in dieselfde studie, kwantitatiewe en kwalitatiewe
metodologieë om meer te genereer begrip oor die onderwerp. In hierdie geval is die belangrikste deel van die navorsing
was om te identifiseer hoe die studente waarneem die koöperatiewe leer, sy voordele en nadele.
Die bevolking was 250 studente in die eerste semester van verskillende ingenieurswese. A pre - toets met 22
items om die sterk- en swakpunte waargeneem deur studente in die gebruik van koöperatiewe leer (CL) is identifiseer
toegepas. Na afloop van die bekendstelling van die CL, was die uitwerking daarvan geëvalueer deur die gebruik van 'n post - toets met 25 geslote antwoord items
en 3 oop antwoord items met 'n ewekansige steekproef van 84 studente. Effekte op te spoor van die persepsie van studente
oor koöperatiewe leer in die klaskamer, ons het notas tydens die implementering van aktiwiteite
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