University of Bahrain
Scientific Journals

Science Student Teachers’ Beliefs about Using Cooperative Learning in the Light of Planned Behavior Theory

Show simple item record Dr. Ambusaidi, Abdullah K. Dr. Selim, Mohamed A. 2018-08-02T06:15:07Z 2018-08-02T06:15:07Z 2012
dc.identifier.issn 1726-3678
dc.description.abstract This study aimed at investigating science student teachers’ beliefs about using cooperative learning in the light of Planned Behavior Theory and it’s relation to some variables. The sample of the study consisted of (71) science students’ teachers enrolled in the College of Education, Sultan Qaboos University in the academic year (2008/2009). Two research instruments were used in the study: a Beliefs Scale about using cooperative learning based on the Theory of Planned Behavior consisted of (64) items and a questionnaire about the difficulties of using cooperative learning consisted of (19) items. The validity of the Beliefs Scale and the questionnaire were checked by number of judges, whereas, the reliability calculated by Cronbach Alfa for internal consistency. The results showed that the mean scores of behavioral beliefs, normative beliefs and control beliefs are positive. In addition, the results showed that there are some difficulties in using cooperative learning when teaching science. The results revealed that there were no significant differences in both beliefs and difficulties according to specialization. Finally, the results showed negative significant correlation between behavioral beliefs and control beliefs and difficulties in using cooperative learning. In the light of the above results, some recommendations and suggestions were proposed. en_US
dc.language.iso other en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject Beliefs
dc.subject cooperative learning
dc.subject theory of planned behavior
dc.subject science students’ teachers.
dc.title Science Student Teachers’ Beliefs about Using Cooperative Learning in the Light of Planned Behavior Theory en_US
dc.type Article en_US
dc.volume 13
dc.issue 02
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS

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