The Relationship Between the Use of Cooperative Teaching Techniques and Social Learning in Physical Education
(A Field Study in Palestinian Schools)
Abstract
The study aimed to identify the use of cooperative teaching techniques in physical education classes and to measure their impact on classroom interaction and social learning, in addition to examining the relationship between them from the perspective of physical education teachers in Palestine. The study was conducted on a sample of 120 teachers using the descriptive analytical method. The results showed that the degree of use was high, with greater emphasis on diversifying groups and activities, while cooperative assessment was the least applied. The findings also revealed that cooperative teaching enhances collective responsibility, teamwork, motivation, and belonging, whereas its impact on social skills and values was relatively lower. Furthermore, the results indicated a strong and statistically significant correlation between the level of using cooperative teaching techniques and the level of enhancing interaction and social learning, confirming that these strategies represent an effective approach to improving the educational process in physical education. The study recommends developing tools and standards for cooperative assessment and intensifying teacher training programs on cooperative learning strategies.
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