Research article of American Journal of Educational Research and Reviews
Instructors’ Responsiveness to Peer Led Team Learning pedagogical Initiative and Its Contributing Factors in Higher Education Institutions
Policy and Leadership in Education. BDU
This manuscript was intended to investigate instructors’ responsiveness to cooperative learning or PLTL change initiative and its contributing factors such as instructors’ attitude, work culture, leadership styles, and instructional delivery models. The study employed mixed method research design. 91 instructors were participated to fill in 5 point Likert and rating scale item questionnaires. An interview with key informants were conducted. The three HEIs instructors’ responsiveness to PLTL overall mean 2.8254 rested in disagree scale which implies instructors’ responsiveness to cooperative learning or PLTL was below average expectation. Thus, cooperative learning/PLTL pedagogical model application by the three HEIs did not achieve desired learning goals on learners . Transformational and servant leadership styles as well as communal culture showed more prediction and relationship with instructors responsiveness to cooperative learning and PLTL. Positive interdependence, individual and group accountability, interaction, and group process principles of cooperative learning were not implemented in the right way and did not result in desired learning goal. Pre, during and post instruction task categories were poorly implemented. Hence, instructors’ responsiveness to PLTL needs attention of instructors and institutional leaders for its improvement. Adjustments on instructors’ attitude, institutional leadership and culture styles with other situational factors may enhance PLTL practice and performance.
Keywords: Cooperative learning, Instructors’ responsiveness to PLTL, PLTL and modular instruction pedagogical initiatives, leadership and culture styles, instructors’ perception and attitude to PLTL
How to cite this article:
Ayetenew Abie. Instructors’ Responsiveness to Peer Led Team Learning pedagogical Initiative and Its Contributing Factors in Higher Education Institutions. American Journal of Educational Research and Reviews, 2018,3:38. DOI:10.28933/ajerr-2018-11-0802
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