Samenvatting

The education in Grade 5 A of the Kuyasa Combined School is teacher centred and the effective learning time of the learners can be improved. Patterns that occur during the lessons have a negative effect on the learners effective learning time. The main question of this research is:
To what extent can cooperative learning, using classroom management, advance the effective learning time in Grade 5 A of the Kuyasa Combined School?
And the goal of this research is to improve the effective learning time in Grade 5 A by using cooperative didactical structures and classroom management.
Trough literature study a hypothesis is formulated. In the hypothesis is stated that when using good classroom management time can be gained and this time can effectively be used for cooperative teaching with didactical structures. Based on the theory a lot of effective learning time can be gained by the use of didactical structures.
To come to results a few data collecting methods have been used. An observation form is made and used to observe the task orientation of the learners in the initial and the new situation. Questionnaires have been filled in by the teachers of Grade 5 A to gauge their knowledge. And lessons have been given to create a new situation where in observations could take place.
The conclusion, deriving from the results, is that the effects of cooperative learning using classroom management has advanced the effective learning time for the strong and the average learners. The weak learners did not benefit from the new situation, when only looking at the effective learning time.
The discussion gives reasons for the differences between conclusion and the hypothesis. The learners of Grade 5 A of the Kuyasa Combined school did not possess al the social skills that were needed for applying successful cooperative learning. Working with cooperative didactical structures is something that has to be trained. And as Kagan (2014) mentioned; has to be applied in small steps. The hypothesis was based on the theory found in the theoretical frame work and the practice was not taken in consideration.
The following recommendations have been emerged from the conclusion and discussion:
The use of lesson formats: to gain structure within lessons.
The use of (easy) didactical structures: to promote independent processing and so effective learning time.
Using fitting classroom management: to create a positive and safe learning environment.
Working with Teambuilders and Classbuilders: to improve the social skills of the learners.