%0 Journal Article
%T The Effect of Cooperative Learning Strategies on Iranian Intermediate Students¡¯ Writing Achievement
%A Nahid Ahmadi
%A Khalil Motallebzade
%A Mohammad Ali Fatemi
%J Open Access Library Journal
%V 1
%N 9
%P 1-9
%@ 2333-9721
%D 2014
%I Open Access Library
%R 10.4236/oalib.1100961
%X The present study investigated the effect of cooperative learning
strategies on Iranian intermediate students¡¯ writing achievement. The
researchers selected 83 English students in Khorasgan Islamic Azad University.
The researcher assigned Oxford Placement Test by&nbsp;[1]<span></span><span><span></span></span> test with 100 multiple choice questions as the homogeneity test and
selected 60 students and divided them equally as the experimental and control
groups to teach them how to write TOEFL essays in cooperative and traditional
ways. Based on a pretest-posttest experimental design, the students wrote two
different essays at the first and the last sessions of the study as the pretest
and posttest and the results were analyzed. The findings of the writings
revealed a statistically significant difference [t(58) = 15.748, <i>p</i> = 0.000] between experimental (M =
92.97, SD = 1.752) and control (M = 80.20, SD = 4.080) groups with writing
ability. Accordingly, the data obtained from the findings indicated the
experimental (cooperative) group¡¯s better performance. Therefore, the null
hypothesis was rejected by the results of the study.
%K Peer Tutoring
%K Cooperative Projects
%K Jigsaw
%K Positive Interdependence
%K Individual
%U http://www.oalib.com/paper/3104716