Ghaith). However, having said this, it is also essential to weigh the cons so that necessary steps are taken to plug the loopholes. Every system has some weakness. It is for the faculty to take note of these weaknesses and take adequate measures to effectively implement the CL concept in the institution.
The participants are 200 male students of the English department in the age group 18-22 years and faculty of the Riyadh Teachers' College. The students as well as the teachers will be asked to fill out a questionnaire. Additionally, teachers will have to undergo an interview to investigate how they perceive CL.
Let us first consider the advantages of the CL concept. It frees the teacher from the traditional method of addressing the whole classroom alone. The traditional system becomes more difficult to implement when the classroom is huge and there are students in such large numbers that it becomes almost impossible to evaluate if all the students have adequately understood the lessons being taught. In such situations, the CL concept not only frees the teacher from the shackles of many students not having their problems addressed but also provides them with time and capabilities to understand students' problems and find solutions.
It is not usual these days to find classrooms with large number of students. The teacher might not feel it possible to adequately address all the students in the given time slot. She might resign to the possibility of the brighter students getting the best of her pedagogue while allowing the none-too-interested students to struggle away at the rear.
The CL concept frees the teacher from solely addressing the students. However, it does not guarantee an easy strategy. The teacher has to prepare well in advance for what is about to happen. She must thoroughly visualize the scenario of the CL groups interacting and getting back to her with their queries (Adam Waxler).
The CL concept helps the teacher better address the responsibility of attending the ESL needs of a large number of students with relative ease. The concept is a silent but effective tool to enable students gain confidence and learn ESL with peer interactions. The students may not be able to understand the teacher in the traditional method of pedagogue or if they have queries, they may not be in position to get them clarified on an immediate basis. However, in the CL setup they are able to do both (Implementing Cooperative Learning English Teaching Forum October).
Methods of Data Analysis
There are many methods of data analysis. A method is chosen when it is found convenient and fitting for the purpose.
Equations for the probability functions are given for the standard form of the distribution. Formulas exist for defining the functions with location and scale parameters in terms of the standard form of the distribution (Gallery of Distributions).
There are also the measures of variability wherein data is analyzed according to the spread of the frequency. In the case of ESL students, the groups could be analyzed