Working Cooperatively in Communication and Language Class

Abstract

Implementing interactive teaching strategies in primary school can challenge teachers with little or no training in cooperative learning. The purpose of the study was to implement interactive teaching strategies in the Language and Communication class and identify the learning outcomes. Further, it aimed to develop a model to improve teaching practices in primary school for Language and Communication class, Fourth grade. The theoretical framework that guided the study is the structure-process-outcome theory (Johnson & Johnson, 2018). The study used a qualitative methodology. The research design was a case study and action research, as the aim was to improve teaching practices and outcomes by implementing interactive teaching strategies. The participants were four primary school teachers, the teacher-researcher, and Fourth-grade pupils. The class comprised 16 pupils who benefitted from the implementation process of new teaching strategies. Data collection methods included qualitative questionnaires, observation, interviews, and pupils’ five-minute essays. The results emphasized the desire of teachers to improve teaching and learning by receiving training, the teacher-researcher and Fourth-grade pupils enjoying unexpected positive results after implementing interactive strategies. The recommendations include increasing teachers’ interest and motivation for teaching improvements and providing practical training in applying modern teaching strategies for better learning outcomes. It is also recommended to use more interactive teaching strategies in other subject matters and add art and technology when giving assignments.

Keywords

• interactive teaching strategies
• improving teaching practices
• communication skills
• action research
• case study