Cooperative Learning in Schools

Abstract

The selection of chemical learning models that teachers typically use does not consider students' personalities, resulting in less than optimal learning objectives. The researchers attempted to take the students' personalities into account when selecting a learning model in this study. This study employs two models: the inside-outside circle and the snowball throwing. Thus, the purpose of this study was to determine the difference in chemistry learning outcomes between students with extroverted and introverted personalities who were taught using the inside-outside circle and snowball throwing learning models, respectively. A quasi-experiment was used as the research method. The hypothetical findings of this study indicated that there were differences and influences in learning outcomes between groups of students with extroverted and introverted personalities who were taught using the inside-outside circle and snowball throwing learning models. This study demonstrates that for students with extroverted personalities, the chemistry learning outcomes associated with an inside-outside circle learning model are significantly greater than those associated with snowball throwing learning models. The Snowball Throwing learning model produces superior chemistry learning outcomes for students with introverted personalities than the Inside-Outside Circle learning model.