Cooperative Integrated Reading Composition (Circ): Improving Achievement in English Writing Composition Among Seventh Graders
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Vol. 3 No. 1 (2015) > Cooperative Integrated Reading Composition (Circ): Improving Achievement in English Writing Composition Among Seventh Graders
Published: March 25, 2015
Authors
- Madhu Guptaprofessor, Department of Education, M.D.u Rohtak-124001 Rohtak, haryana, India
- Jyoti ahujaAssistant Professor, Vaish College of Education Rohtak-124001 Rohtak, haryana, India
Keywords
Co-operative Learning Strategy (CIRC), Writing Composition achievement
Abstract
Cooperative learning strategies have occupied a prominent place among language learning methodologies. t his study quantitatively validates the effect of the Cooperative Learning approach-Cooperative Integrated Reading Composition (CIRC) on the Writing Composition achievement in English among seventh graders. Cooperative Learning was compared with conventional teaching-learning classroom structure using an experimental design. 140 students of seventh class were randomly selected out of which 70 students formed Experimental Group (E) and 70 students formed Control Group (C). Writing Composition achievement test in English and Instructional Material were developed by the investigators themselves. Whole teaching-learning process was carried out for eight weeks only. at the end of the experiment, Writing Composition achievement test in English was given to the subjects. Data were analyzed by using the t-test. the findings revealed that Experimental Group outscored significantly Control Group on post-test showing the obvious supremacy of Co-operative Learning technique (CIRC) over Conventional Method of teaching. It was concluded that co-operative learning is an effective approach which needs to be incorporated in teaching Writing Composition to improve writing skill.
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How to Cite
Madhu Gupta, Jyoti ahuja. Cooperative Integrated Reading Composition (Circ): Improving Achievement in English Writing Composition Among Seventh Graders.
Issues Ideas Educ.. 2015, 03, 41-53
