European Journal of Social Sciences Studies ISSN: 2501-8590 ISSN-L: 2501-8590 Available on-line at: www.oapub.org/soc Volume 2 │ Issue 3 │ 2017 doi: 10.5281/zenodo.582335 THE EFFECTS OF COOPERATIVE LEARNING ON STUDENTS' SELF-ESTEEM Hossein Modaber*i, Fatemeh Bayan Far Department of Psychology, Payame Noor University (PNU), P.O. Box, 3697-19395, Semnan, Iran Abstract: The purpose of this study was to investigate the effects of cooperative learning on students' self-esteem. The research method was causal-comparative. The study population consisted of all female students (3450 people) in secondary schools of Sanandaj city that who were studying in the schools of this city at the academic year 2015-2016. According to the study was quasi-experimental studies, students were classified into two distinct groups trained and untrained 25 people. These students were selected by using stratified cluster random sampling. To collect the data, first 5 lessons were trained (religious life, social studies, English, science, mathematics) by used cooperative learning methods for 10 weeks. Then, data were collected by using standard questionnaire esteem of Rozengerg (1965) and the average score of students before and after the implementation of cooperative learning methods. Validity and reliability has been confirmed in several preceding studies. After data collection, independent t tests were used to test the research hypotheses. It should be noted that all the statistical analysis and confidence was fulfillment by using SPSS software version 22 in error level 0.05. The results of the analysis of findings showed that the cooperative learning has a significant impact on students' self-esteem. In general, skill teachers are used of group processes to enhance students' self-esteem. One of these processes is celebrating of unison the gathering and students' constructor interaction together within class that is known as cooperative learning. Keywords: cooperative learning, self-esteem, students Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 142 Hossein Modaber, Fatemeh Bayan Far THE EFFECTS OF COOPERATIVE LEARNING ON STUDENTS' SELF-ESTEEM 1. Introduction Collaborative learning is working together to achieve common goals in collaborative situations; People in such situations, follow the results that it is benefit both for themselves and for the group. In the other words, in addition to interact to team working and enhance the academic achievement in cooperative learning, students learn skills of counseling, leadership and organizing. In this way, the teacher has a guide role and solve student's problem, then students will assist at each other in the learning process (Johnson and Johnson, 2011). In confirmation above issue, Kagan (2001) believed that students with lower academic achievement make a more profit in cooperative group and the number of the win is more, because all members can benefit of group success; and all students can have developed their knowledge with demonstrate to others according to their opinions. However, long-desire of every society is achievement and excellence of its community and having an educated and though full citizen and obviously, any achievement in various areas including cultural, economic, social, political, requires having a thoughtful, creative and critical people that to be able to take correct decisions and proper right planning, which depends on existence of dynamic and active educational system. So, it can have said that any achievement origin from an efficient and accurate system of education of communities and this depends on many factors including changes teaching methods and patterns and to use the new and active approach. In this context, much research has been done in the field of cooperative learning. Among these could be noted to investigate of Salvin (1990). The results showed that cooperative learning influences on interpersonal relationships, accepting retardation school classmates, enhance the friendship between the students, increase self-esteem, the role of interest in school and subjects being studied, Increased attention to the task and the time dedicated to homework and the ability to an effective work with other (Yazdanpour et al, 2007). In between all the variables studied, self-esteem is variable that it influenced by the learning environment and its existence is affecting on all levels of life. In fact, various psychological studies show that if self-esteem not satisfied, the broader needs will not be satisfied such as creating and progress (Clemes et al, 2000). In view of some researchers, self-esteem is the value that it has psychological characteristics and attributes of self-concept to an individual and it arising from one's convictions about all the things that he has it (Bagherzadeh et al, 2002). The person who has self-esteem, positively evaluate himself and have a good deal with him and others. Self-esteem is confidence in his abilities in thinking and ability to cope with life's challenges (Ansarie Jaberi et al, 1999). European Journal of Social Sciences Studies - Volume 2 │ Issue 3 │ 2017 143 Hossein Modaber, Fatemeh Bayan Far THE EFFECTS OF COOPERATIVE LEARNING ON STUDENTS' SELF-ESTEEM Overall, discussions in small groups make monitoring cause learning of student and as a result of independence in learning and studying in them (Jaques, 2003). On the other hand, nowadays educational practices and its performances have changed and now cooperative learning is an admitted cultural method that at all levels of the educational system has been accepted (Gillies et al, 2008). However, cooperative learning methods have been concern many scholars and custodians of education for years. This problem has been further studied especially in developing countries where to face with most educational problems and difficulties. Its presence of this issue is much more sensitive for Iran, which is seeking to achieve a scientific leap. So, our country need to implementation of learning methods to achieve its goal in order to accomplish achievement. Hence, in this regard, new learning practices should be run in the education system of the country. For this reason, the importance of the issue is doubled for society and all institutions that are involved in education. By reviewing the empirical studies, as a study and investigations, a study was not found that directly has been reviewed impact of cooperative learning on self-esteem students. And with regard to the dominant style is traditional in most of the training class, so that students less facing challenging situations in learning curriculum concepts and consequently, fewer opportunities provided for an interaction, consultation, cooperation and discussion teachers with students and students together. Not only, competition replaces cooperation, but also single footer increased among students. There is also a lack of suitable information makes the teacher show false resistance himself in the face of changing learning traditional methods to modern methods and to be omission in the application of this important issue. So according to the issues expressed, this study seeks to answer the question that is cooperative learning impact on the self-esteem? 2. Research Backgrounds Hill (2000) in a research titled 'cooperative learning as a means for improve social skills among secondary school students' concluded that cooperative learning improves social skills of students. Touzende Jani et al (2007) in a research examined the relative effectiveness of cognitive-behavioral learning of self-esteem on student's social adjustment and concluded that the training are not correlated according to the demographic characteristics of subjects with social adjustment and self-esteem. In other words, selfesteem is not difference significant according to individual characteristic. Yaryary et al (2008) in a study to evaluate the effect of cooperative learning on self-esteem and social skills and academic performance of students in third grade boy of city Mahneshan, concluded that the method of cooperative teaching have positive European Journal of Social Sciences Studies - Volume 2 │ Issue 3 │ 2017 144 Hossein Modaber, Fatemeh Bayan Far THE EFFECTS OF COOPERATIVE LEARNING ON STUDENTS' SELF-ESTEEM impact on social skills and academic performance, but students do not have a significant impact on self-esteem. Aklechi and Mehri (2010) in a research titled 'investigation of self-esteem in high school students in Sabzevar' concluded that only 50 of students had favorable selfesteem. On the other hand, there had significant positive correlation between the dimensions of self-esteem in students. As well as the results of their study showed that the average self-esteem in students an friendly and emotional relationship protectionist parents reported, more than other people. Hassanzadeh and Eimanifar (2010) investigated the relationship between creativity and self-esteem with academic achievement of adolescents and young adults. The results showed that there was no significant difference between creativity and selfesteem and academic achievement of students. There is no significant difference between creativity and self-esteem based on fields of study. There is no significant difference between creativity and gender. Self-esteem and creativity more than selfesteem and academic achievement as well as academic achievement is correlated with creativity. Qureishi et al. (2013) were examined the combined effect of cooperative learning on emotional intelligence, self-esteem and academic achievement. There was used questionnaire to measure the emotional intelligence and self-esteem and for academic achievement, was used score of the first year of school. The results of the analysis of the findings showed cooperative learning have significant effect on emotional intelligence, self-esteem and academic achievement. Mujahid and Mohammad (2014) were investigated effects of cooperative learning on students' self-esteem. The results of this study showed that an increase in collaborative learning is cause to an increase in self-esteem. In addition, it was found that cooperative learning increases social skills and responsibility of students. 3. Methodology 3.1 Research method This research is functional based on results and it is quasi- experimental based of method. In quasi-experimental designs, according to the requirements of flexibility, the researchers could accurately identify uncontrollable factors and control some of the factors in their research. 3.2 Statistical population The study statistical population consisted of all students in schools of Sanandaj city that they were studying within a period in the academic year of 2015-2016. According to European Journal of Social Sciences Studies - Volume 2 │ Issue 3 │ 2017 145 Hossein Modaber, Fatemeh Bayan Far THE EFFECTS OF COOPERATIVE LEARNING ON STUDENTS' SELF-ESTEEM statistics obtained from the Education in the Sanandaj city, number of the students' first period of high school is 3450 people. 3.3 Statistical methods and sampling According to the study, is the quasi-experimental study, students were divided into two 25 persons distinct groups that make up the sample. So type of sampling was considered stratified random cluster. 3.4 Data analysis method Statistical analysis performed in this research includes descriptive and inferential analysis. The descriptive was calculated statistics of mean, percentage, frequency, standard deviation and the cumulative percentage. The statistics offered to summarize and classify descriptive data in the form of tables and diagrams. In the part of inferential statistics also was measured the normality of the data distribution and with confirmed the default was used independent t-test. All data analysis was performed using SPSS v22 software. 4. Results Table 1: Normal state of the data after the implementation of cooperative learning methods Variable Parameters Normal Mean Statistic Sig K-S Standard deviation Group trained self-esteem 8.360 1.29 1.143 0.147 Group untrained self-esteem 6.440 1.916 0.961 0.314 p>0.05 According to the result of table 1, because of the rate of significance level for all elements greater than the rate of 5% error, these variables have normal distribution. Table 2: Test results different students' self-esteem based on cooperative learning methods Levin test T-test F The assumption of 0.365 Sig 0.549 t df Sig Mean SD Significance difference difference level Low High limit limit 3.719 48 0.001 1.920 0.516 0.881 2.958 3.719 47.50 0.001 1.920 0.516 0.881 2.958 equality of variance The assumption inequality variance European Journal of Social Sciences Studies - Volume 2 │ Issue 3 │ 2017 146 Hossein Modaber, Fatemeh Bayan Far THE EFFECTS OF COOPERATIVE LEARNING ON STUDENTS' SELF-ESTEEM The above table shows that in addition to confirming the assumption of equality of variance, the significance level was . that the level of the test error . =α less. As well as the value of t was 3.719 that it is greater of critical value (1.96). So H0 hypothesis has been rejected and H1 (hypothesis research) hypothesis has been accepted. In other words, in the significance level (0.95), difference in academic achievement is significance using the method of cooperation learning between trained and untrained group. In fact, it can be said that cooperation learning is significance impact on students' self-esteem. 5. Discussion and conclusions 5.1 Descriptive Results  The results showed that of the 50 cases under investigation in both trained and untrained 27 patients (54%) were 13 years of age and 23 patients (46%) 14 years  of age. The results showed that self-esteem was not different before the implementation of participatory teaching methods between trained and untrained groups. Because the mean and standard deviation obtained for both groups was about the same level. 5.2 Inferential results The results showed in the significance level (0.95), difference in self-esteem is significance using the method of cooperation learning between trained and untrained group. In fact, it was determined that cooperation learning is significance impact on students' self-esteem. The results of the analysis of the first hypothesis testing showed in the significance level (0.95), difference in self-esteem is significance using the method of cooperation learning between trained and untrained group. In fact, it was determined that cooperation learning is significance impact on students' self-esteem. This finding confirms the results of research such as Bertucci et al (2010); Ghoraishi et al (2013), and Mujahid and Mohammad (2014). But the results study of Yaryary et al (2008) is incompatible with this result. Self-esteem is as an expression of approval or disapproval of each person about themselves and shows to what extent the individual considers ability, valuable and important of him and in other words, self-esteem is a personal experience that an its expression can observed into the speech level and the meaningful behavior level. When an individual have a positive evaluation of their performance, increased his self-esteem, and while if an individual have a negative evaluation of his European Journal of Social Sciences Studies - Volume 2 │ Issue 3 │ 2017 147 Hossein Modaber, Fatemeh Bayan Far THE EFFECTS OF COOPERATIVE LEARNING ON STUDENTS' SELF-ESTEEM performance, decreases his self-esteem. According to the saying about self-esteem, can say that students with high self-esteem and very confident to their abilities will be successful more than students with low self-esteem in academic achievement. Experts believe that skilled teachers are used the group processes to enhance students' selfesteem. One of these processes is celebrating of unison the gathering and students' constructor interaction together within class that is known as cooperative learning. In fact, it is concluded, students to do group home works with a collaborative model, obtain score better in the tests, to have more confident, from social skills positive and stronger, and comprehension and mastery of the skills and the ability. However, the Yaryary et al (2008) are against such claims and argue that cooperative learning methods increase social skills and academic achievement but cannot enhance the selfesteem for students. It seems that the lack of a significant be influenced by variety of factors. The may have differences Yaryary et al. (2008) that they examined the boys but study population of this research focused on girls Which is contributes to the problem. 5.3 Recommendation  Given the importance of cooperative learning methods, recommended that learning and student achievement levels compared with the use of two forms A  and B of the cooperative learning together. 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