Cooperative Learning Practices in College of Education and Behavioral Sciences in Haramaya University, Ethiopia

The main purpose of this study is to assess the cooperative learning practices in College of Education and Behavioral Sciences in Haramaya University, Ethiopia. To achieve this purposes a descriptive survey research method was employed. By using quota sampling and purposive sampling a total of 154 respondents were selected. The data were collected from different primary and secondary sources of data by using questionnaire, interview and document analysis. Quantitative data were analyzed using percentages, mean, and Friedman Mean Rank. In addition to this, qualitative data was analyzed by narration and description in the way it supplement the quantitative analysis. The finding of the study revealed that cooperative learning is important to improve the academic achievement and social skills of students. However, cooperative learning practices is not effective in the study area. Lack of awareness, lack of motivation, shortage of instructional materials, resistant and lack of clear guidelines are some of the major challenges hampered cooperative learning practices. Based on the findings, it was recommended that College of Education and Behavioral Sciences should have to provide continuous and relevant trainings for both instructors and students. It was also forwarded that the techniques used in the approach should be diversified rather than using only group discussion and group assignment in and out-sides of the classroom. It was also suggested that the college should have to prepare detail and clear guidelines used for effective implementation of cooperative learning. It was also recommended that college, department and other stakeholder should have to fulfill necessary inputs and leaders should have to provide proper follow-up and support to effectively practice cooperative learning.