The benefits of using cooperative learning include academic achievement, communication skills, problem-solving, social skills and student motivation. Yet it is reported that cooperative learning as a Western educational concept may be ineffective in Asian cultural context. The study aims to investigate utilisation of scaffolding techniques for cooperative learning in Thailand primary mathematics classes. A teacher training program was designed to foster Thai primary school teachers’ cooperative learning implementation that includes the basic tenets of cooperative learning and socio-cognitive based learning. Two teachers participated in this experimental teacher training program for one and a half weeks and then implemented a cooperative learning in their mathematics classes for six weeks. The data collected from teacher interview and classroom observation indicated that both teachers were able to utilise scaffold techniques in their cooperative learning classes. This study showed that difficulty or failure of implementing cooperative learning in Thailand education may not be derived from cultural differences.
|Keywords:||Cooperative learning, scaffolding, scaffolding questions, proactive scaffolding, reactive scaffolding, Thailand education|
Senior Research Assistant, Faculty of Education, QUT, Brisbane, QLD, Australia
Senior Lecturer, Faculty of Education, Queensland University of Technology, Brisbane, QLD, Australia