Teaching in tandem a comparative study of the effects of traditional and co-teaching methods on the writing performance of high school students
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Date
2021
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Université Oum El Bouaghi
Abstract
The academic and social momentousness of one's writing proficiency as well as its intricate nature as a complex construct, which usually strings along with the teaching and learning of this skill, have placed it among the major concerns that have preoccupied and enthralled the zeal of many researchers in the field of education. The chief intent was to come upon viable approaches to help learners be better writers, amongst them is the cooperative teaching approach. In the same vein, the present study examines how successful this practice is in promoting Algerian first year secondary school pupils' writing ability. To this end, a quasi-experimental method was adopted for this research. The present study involved a non-randomized experimental group, wherein writing was taught jointly by two certified teachers on a voluntary basis, and a control group, more accurately a comparison group, which was traditionally instructed in a solo-taught classroom. To measure the changes that each model might have operated on learners' writing performance, a thorough statistical study of the results was carried out. The data analyses obtained after comparing the score sets of both groups set forth that the pupils achieved better when co-taught as their grades manifested a significant improvement in their writings compared to those in the control group. On account of these findings, a number of pedagogical implications are given to educationists and teachers to investigate the effects of this approach on a much broader scope; it can be tried out in different educational levels to investigate macro and micro language skills, bearing in mind the limitations that obstructed the work from being more elaborate.
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Keywords
Writing performance, Co-teaching, Solo-teaching, Algerian pupil