The Effect of Using Cooperative Learning Strategy in the Achievement of Students in the Third Stage of the Department of English Language in the field of Educational Guidance and Mental Health

Abstract

The current research aims at identifying the effect of using cooperative learning strategy in the achievement of students in the third stage of the English language section in the field of educational guidance and mental health, as the current research sought to answer the following hypothesis.

There is a statistically significant difference at the level of (0.05) in the achievement of students of the third stage of the English language section in the educational guidance and mental health, who study according to the cooperative learning strategy and students who study the same material in the traditional way. The original research community of the students of the third stage may be the English Language Department and with a number of (4) sections for the academic year (2018-2019). The basic research sample included (70) male and female students.The research tool was designed to test the validity of the test after testing a group of arbitrators. The researcher used the re-test method to measure the stability of the test and then analyzed it. Using the appropriate statistical means, showing the following results: The average score of the experimental group was 27.83 and the average score of the control group was 17.4. When using the T test for two independent samples to determine the significance of the statistical differences, it was found that the difference was statistically significant at (0.05) , for it is (9.15) greater than the T-table value (2,000) with a degree of freedom (68). This indicates the superiority of the experimental group that was taught according to the cooperative learning strategy to the control group that was taught in the traditional way.