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

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.