Effects of Cooperative Learning Models on Prospective Teachers’ Achievement and Equity

The cooperative learning (CL) intervention was conducted to find out the effects of two conditions of cooperative learning on prospective teachers (PTs) achievement and equity. Cooperative learning was embedded in methods of teaching English course. Thirty five students enrolled in Masters programme (MA ELTL) were the subjects of the study. The study employed counter balanced design. The main research questions addressed were; (1) What is the difference in PTs achievement after exposure to CL as compared to their previous CGPA? (2) Which model of CL is better for producing higher achievement? (3) Which CL model provides/ establishes equity (equal chances to succeed) to maximum number of students? Achievement tests and class quizzes were administered to obtain data. Paired samples t-test, Mann-Whitney U test and Kruskal-Wallis test were carried out to answer the research questions. The findings suggest that CL significantly enhances PTs achievement as compared to TI. Both CL models are compatible to increase achievement and equity in TE. Learning together is more efficient and effective as compared to STAD. The study open doors for doing innovations and intervention in teacher education through different CL models.