Abstract:
The dominant approach to the study of economics at secondary school level
in the Maldives is teacher-centred methods based on behaviourist views of
teaching and learning. Despite considerable research on the benefits of
cooperative learning in economic education at the post-secondary level, very
limited research has been conducted in secondary school classrooms in order to
find ways of improving teaching and learning of economics. The purpose of this
study was to enhance the teaching and learning of economics at secondary schools
in the Maldives by trialing a cooperative learning model to enhance economics
teachers’ awareness of the impact that cooperative learning might have on student
learning. This study explored a cooperative learning approach to teaching and
learning economics in secondary schools and investigated teachers’ and students’
perceptions of cooperative learning.
Some elements of both ethnographic and grounded theory methodologies were
employed and specific data collection methods included workshops, classroom
observations, interviews, video tapes and student questionnaires. Nine teachers
and 232 students were involved in this study. The research was conducted in three
stages (pre-intervention, workshops to train the participants, and post-intervention) over a period of three months in three selected schools in Male’, the
Maldives. Four research themes were derived from the analysis of both pre and
post intervention data. These themes were teaching issues, learning issues,
cooperative learning implementing issues, and students’ and teachers’ reactions to
cooperative learning.
In the pre-intervention phase, the teachers taught in a traditional manner, but after
the intervention they incorporated elements of cooperative learning method to
teach economics in their selected classes. The overall findings showed a
considerable change in teachers’ and students’ attitudes and perceptions about
traditional teacher-centred methods towards more student-centred methods of
T
Teaching and Learning of Economics in the Maldives: A cooperative Learning Model ii
cooperative learning. It was evident that both teachers and students perceived
cooperative learning to be an effective method of teaching. For example, the
findings revealed that both teachers and students understood and could see the
benefits that cooperative learning offered to the teaching and learning of
economics. The students indicated that they liked working in groups and
appreciated getting help from other students. In addition, the results revealed that
students’ interactions and involvement in classroom activities, as well as interest
and motivation to learn economics, increased during the implementation of the
cooperative learning model.
Furthermore, this study found a mismatch between home and the traditional
teacher-centred school culture in the Maldives. In contrast, the findings suggest
that the principles of cooperative learning match well with the cultural values of
Maldivian society. Consequently, a revised model of cooperative learning is
presented that includes the aspects of culture. Jordan (1985) argued that
“educational practices must match with the children’s culture” (p. 110) and thus
culturally responsive teaching can help to minimise confusion and promote an
academic community of learners that enables students to be more successful
learners (Gay, 2000).
This study suggests that training teachers and students for cooperative learning is
salient for effective implementation of cooperative learning for a positive
influence on students’ learning and teachers’ pedagogy. However, further research
should be conducted to examine other aspects of teaching and learning which may
also enhance this relationship.
