Students’ Perceptions on Cooperative Learning at a Faith-Based College in Myanmar


  • Irene Thang Myanmar Union Adventist Seminary
  • Tembinkosi Sibanda Adventist International Institute of Advanced Studies


cooperative learning, child-centered approach, curriculum, faith-based college, teacher-fronted method


The 21st-century comes with some unique learner characteristics that cannot be ignored to ensure an effective and productive learning environment. The seven Cs (critical thinking and problem-solving; creativity and innovation; collaboration, teamwork, and leadership; cross-cultural understanding; communications, information, and media literacy; computing and ICT literacy; and career and learning self-reliance) that define 21st-century learners include critical thinking and problem solving, creativity and innovation, and collaboration (Trilling & Fadel, 2009). Thus, these Cs and more must be taken into consideration in planning an effective 21st-century curriculum. Cooperative learning provides room for all the 21st-century learner characteristics. This case study conducted at a faith-based college with 7 participants was meant to analyze the effectiveness of cooperative learning from the perspectives and experiences of the students. The findings showed that students benefited much from cooperative learning, and they found the learning environment to be fun and effective at the same time. Teachers were encouraged to engage in cooperative learning. Further research can be done in a public school or college to compare the findings.




How to Cite

Students’ Perceptions on Cooperative Learning at a Faith-Based College in Myanmar. (2020). International Forum Journal, 23(1), 95-115.

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