Effectiveness of cooperative and blended learning to assist Thai ESL students in learning grammar

Abstract

          Effectiveness of cooperative learning and blended learning will assist and increase the learning ability of English grammar in subject-verb agreement of Thai ESL students. The purposes of this study were to study: 1) the scores of the English grammar method, pretest and posttest of the above and under average learners who learn through the blended-cooperative learning method and 2) the attitudes of all the learners after learning grammar through the blended-cooperative learning method. The participants consisted of 100 Mattayomsuksa 3 students (50 who were above average and 50 who were under average) who studied at Banchangkarnchanakulwittaya School (BKW), Rayong, Thailand. Data was analyzed using: 1) Mean to find the average score and compare how different participants grouped before and after the experiment: and 2) T-test for independent participants was used for comparing the pretest and posttest scores of the participants group.            The results revealed that both the above and under average students showed a better score after studying grammar through the blended-cooperative learning. Furthermore, there was a significant pattern between the student improvement, the learning achievement of above and under average participant groups and the significant improvement of the attitudes of the participants after completing the grammar method. The questionnaire indicated that the participants’ self-regulation (for an average participant) was lacking in the study while the above average participants demonstrated more self-regulation. However, the relationships between age and gender were not significant.