A model for teaching Religion in primary education based on strategies that promote cooperative learning

Abstract

This qualitative case study, employing an action research design, investigates cooperative learning in primary school Religion classes. The study's main objective is to explore its impact on student engagement and learning outcomes, with secondary objectives addressing teachers' instructional strategies. Cooperative learning is defined as structured, interactive group work where students collaboratively construct knowledge. Over four weeks, data were collected through semi-structured interviews, classroom observations, students' essays, and visual artifacts. The researcher facilitated lessons while maintaining reflexivity. Data analysis followed Taba's inductive model, involving identification of meaningful units, categorization, and theme development. Triangulation enhanced credibility and transferability. Findings indicate that cooperative learning promotes student-centered instruction and fosters cognitive, social, and moral development. Teachers implemented small-group collaboration, role assignment, peer tutoring, and dramatization. An action plan supported interaction, reflection, and differentiated participation. The study demonstrates cooperative learning's effectiveness as a framework for inclusive moral and spiritual education and proposes a teaching–learning–assessment model for Religion.