Cooperative Classrooms and Academic Performance in Physical Education: A Multilevel Analysis

2021 ◽  
pp. 1-9
Author(s):  
Benito León ◽  
Javier Fernandez-Rio ◽  
Sergio Rivera-Pérez ◽  
Damián Iglesias
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
Cooperative Learning ◽  
Multilevel Analysis ◽  
Essential Elements ◽  
Personal Factors ◽  
Contextual Variables ◽  
Group Processing ◽  
Hierarchical Nature ◽  
Individual Accountability

Purpose: The aim was to assess how two contextual variables, number of students per class and in-class global cooperation, affect students’ academic performance in physical education. Method: Multilevel analysis was performed given the data’s hierarchical nature (L1 = 1,185 participants and L2 = 64 classrooms), including regression analysis to assess how the contextual variables at the classroom level affected students’ grades. Results: Results showed that the differences observed between classrooms in students’ academic performance can be attributed largely to the perceived in-class global cooperation and not to the number of students per class. Group processing, promotive interaction, and individual accountability were the strongest predictors because these cooperative learning essential elements showed significant differences between classrooms. Discussion/Conclusion: Academic performance in physical education is not only determined by personal factors but also by contextual factors like perceived in-class cooperation. Group processing, promotive interaction, and individual accountability can be considered the most relevant critical features. Cooperative learning contexts are not easy to build, and depending on how successfully they are constructed, the outcomes can be very different.

Cooperative learning and approach goals in physical education: The discriminant role of individual accountability

2021 ◽  
Vol 26 (1) ◽  
pp. 78-85
Author(s):  
Sergio Rivera Pérez ◽  
Benito León del Barco ◽  
Jerónimo J. González Bernal ◽  
Damián Iglesias Gallego
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Approach Goals ◽  
Individual Accountability

scholarly journals Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability

2002 ◽  
Vol 3 (1) ◽  
pp. 26-36
Author(s):  
JANINE E. TREMPY ◽  
MONICA M. SKINNER ◽  
WILLIAM A. SIEBOLD
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Student Satisfaction ◽  
Learning Model ◽  
Learning Activities ◽  
Group Processing ◽  
Engineering And Technology ◽  
The World ◽  
Key Concepts ◽  
Individual Accountability

A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes , integrates science, math, engineering, and technology (SMET) majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course.

scholarly journals Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions

2021 ◽  
Vol 13 (18) ◽  
pp. 10234
Author(s):  
Dolors Cañabate ◽  
Remigijus Bubnys ◽  
Lluís Nogué ◽  
Lurdes Martínez-Mínguez ◽  
Carolina Nieva ◽  
...  
Keyword(s):  
Gender Differences ◽  
Cooperative Learning ◽  
Primary Education ◽  
Instructional Approaches ◽  
Guided Discovery ◽  
Qualified Teachers ◽  
Immigrant Background ◽  
Group Processing ◽  
Positive Interdependence ◽  
Individual Accountability

This manuscript deals with how cooperative learning in pre-school and primary education can be dimensionalized in terms of reducing gender differences and inequalities. In this study, formulated through instructional approaches delivered in four medium- to very high-complexity schools (the number of students with an immigrant background ranging from 30% to 100%), 376 pre-service teachers and 43 qualified teachers were asked to analyze the instruction that they gave to 1658 pre-school and primary students over two consecutive years. Instruction was defined in terms of contextualized physical education challenges that included cooperative psychomotor physical challenges, guided discovery activities and psychomotor problem-solving. The analysis was based on reflective narratives on both gender differences and inequalities, which evinced 792 comments regarding gender (618 by the pre-service teachers and 174 by the schoolteachers) and 627 comments for inequalities (363 by the pre-service teachers and 264 by the schoolteachers). The analysis produced categories based on critical reflection—on both individual and classroom scales—from the pre-service teachers and the schoolteachers. Each of the cooperative learning dimensions, i.e., positive interdependence, individual accountability, promotive interaction, social skills, and group processing, were investigated to produce a set of principles and competencies that best promoted education for sustainable development. The research produced 42 principles that operated under the tenet of leave-no-one-behind, with positive interdependence and promotive interaction providing the higher number of principles that are best suited to tackle, through cooperation processes, equity and inclusivity issues in pre-school and primary education classrooms.

scholarly journals University Students’ Perceptions of the Key Elements of Cooperative Learning

2020 ◽  
Vol 2019 (1) ◽  
pp. 127
Author(s):  
Tomoko Hashimoto
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Student Perceptions ◽  
First Year ◽  
Face To Face ◽  
Group Processing ◽  
Significant Difference ◽  
First Year University ◽  
Individual Accountability ◽  
Research Period

In this study I examined students’ perceptions of the way cooperative learning (CL) was used in their classroom setting. CL involves five key elements: positive interdependence (PI), face-to-face promotive interaction (FF), individual accountability (IA), interpersonal and small group skills (IS), and group processing (GP). For this study, first-year university students from three classes participated in informal CL (semistructured), formal CL (structured), and teacher-led instruction. At the end of the research period, students’ perceptions of these were rated. Analyses showed that for PI and IS, the mean score of the formal CL class was significantly higher than the teacher-led instruction class, but that there were no significant differences between FF, IA, and GP for these two groups. Student perceptions of the informal CL class did not show any significant difference when compared to the formal CL class nor the teacher-led instruction class for any of the five key elements. 本研究は、協同学習（CL）の5つの基本要素について、学生の認識を調べたものである。5つの基本要素とは、互恵的な相互依存（PI）、対面的で促進的な相互交渉（FF）、個人としての責任（IA）、社会的スキルや小グループ運営スキル（IS）、そしてグループの改善手続き（GP）である。本研究では、3つのクラスの大学1年生が、其々インフォーマルな協同学習、フォーマルな協同学習、そして、教員主導の学習を体験した後、協同学習の5つの基本要素の重要度を評価した。分析の結果、フォーマルな協同学習を経験した学生のPIとISの平均値は共に、教員主導の学習を体験した学生のものよりも、有意に高いことが示された。FF、IA、GPについては、この２つのクラス間に有意な差は見られなかった。また、協同学習の5つの基本要素は、インフォーマルな協同学習とフォーマルな協同学習、インフォーマルな協同学習と教員主導の学習のどちらを比較しても、有意差が認められなかった。

scholarly journals Three Approaches to Cooperative Learning in Higher Education

2017 ◽  
Vol 27 (2/3) ◽  
pp. 37-66
Author(s):  
David Kaufman ◽  
Elliott Sutow ◽  
Ken Dunn
Keyword(s):  
Higher Education ◽  
Cooperative Learning ◽  
Lessons Learned ◽  
Face To Face ◽  
Group Processing ◽  
Social Skills Group ◽  
Skills Group ◽  
Six Elements ◽  
And Mathematics ◽  
Individual Accountability

This paper first discusses cooperative learning and provides a rationale for its use in higher education. From the literature, six elements are identified that are considered essential to the success of cooperative learning: positive interdependence, face-to-face verbal interaction, individual accountability, social skills, group processing, and appropriate grouping. Three distinct approaches at the postsecondary level are described in the fields of Medicine, Dentistry and Mathematics, and feedback from faculty and students is reported. The three approaches are presented within the context of the disciplines and are compared across the disciplines with respect to the essential six elements. Finally, the authors share some lessons learned from their research and experience in order to assist faculty who wish to incorporate cooperative learning into their teaching.

scholarly journals Cooperative Learning of Seiryu-Tai Hayashi Learners for the Hida Furukawa Festival in Japan

2020 ◽  
Vol 12 (10) ◽  
pp. 4292
Author(s):  
Shyh-Huei Hwang ◽  
Hsu-Ying Chan
Keyword(s):  
Cooperative Learning ◽  
Instrumental Ensemble ◽  
Text Data ◽  
Daily Lives ◽  
Group Processing ◽  
Five Elements ◽  
Traditional Arts ◽  
Individual Accountability ◽  
Gifu Prefecture ◽  
Kj Method

The residents of Furukawa-cho, Hida City, Gifu Prefecture, Japan use cooperative learning during festival organization to preserve the various traditional arts of Hida Furukawa Festival, such as Hayashi. The goals of this study were to (1) analyze the aspects of cooperative learning of Seiryu-tai Hayashi learners involved in the Furukawa Festival, and (2) determine the effects of factors influencing cooperative learning on the aspects of cooperative learning among these learners. We applied grounded theory and conducted a field study on the six years of the Furukawa Festival and residents’ daily lives since 2014. We numbered, coded, and categorized text data, and classified the data using the KJ method. We applied the five elements of cooperative learning by Johnson and Johnson, and analyzed the cooperative learning processing of Seiryu-tai, considering five aspects: (1) cultivation and skills: to follow the norms of Hayashi learning and then cultivate the skills; (2) demonstration and imitation: the process of Hayashi learning without notation; (3) instruction and accompanying: elders addressed norms and demonstrated skills, providing comfort and encouragement; (4) experience and feeling: interacting with unqualified learners to experience the Hayashi atmosphere, and (5) others and interaction: experience of a different culture. From the analyses, we found that the five elements of cooperative learning in Hayashi cooperative learning provide new functions. We applied the five elements of cooperative learning to analyze the five aspects of Azure Dragon Stall’s Hayashi cooperative learning: (1) positive interdependence: deep interdependence exists in the core of the learning circle, and guarding and immersion are included; (2) individual accountability: achievement of following the norms, enhancing skills, and having a tacit agreement on the instrumental ensemble; (3) promotive interaction: five interactive types are influenced, including people who follow etiquette, people who need to be advised, people who imitate, people with tolerance, and people who interact; (4) the division of social skills into four types including playing, performing, senior, and foreign, and (5) group processing, which includes learners, instructors, senior learners, elders, youths, and foreign visitors, who jointly form the Hayashi learning circle.

scholarly journals Investigating the impact of positive resource interdependence and individual accountability on students‟ academic performance in cooperative learning

2017 ◽  
Vol 9 (23) ◽  
Author(s):  
Frederick Kwaku Sarfo ◽  
Jan Elen
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
The Impact ◽  
Individual Accountability ◽  
Aprendizaje Cooperativo

Introducción. Este estudio aborda dos cuestiones principales en relación con el aprendizaje cooperativo. El estudio tiene como objetivo investigar experimentalmente la función de la interdependencia positiva de recursos y de la ejecución individual con el rendimiento académico de los individuos, durante el aprendizaje cooperativo.Método. Para alcanzar el objetivo se utilizó un diseño experimental de dos por dos. Se efectuaron análisis estadísticos descriptivos y ANOVA 2 x 2 para analizar los datos.Resultados. Curiosamente, los resultados del estudio revelan que el trabajo sobre el contenido completo de la información con discusión en grupo produce un mejor rendimiento académico que cuando cada miembro del grupo trabaja en una parte (existe interdependencia positiva de los recursos) del contenido antes de la discusión en grupo. Por otra parte, se demuestra que, cuando a los miembros del grupo de aprendizaje cooperativo se les informa que después del trabajo en grupo de estudiantes se llamará al azar de un grupo para su examen, y la calificación de cada estudiante afectará a la puntuación del resto de los miembros del grupo y la puntuación será parte de la nota final, supone un refuerzo de la responsabilidad individual y de grupo y, por lo tanto, facilita el aprendizaje. Los resultados no muestran ningún efecto de la interacción de los recursos de la interdependencia positiva y la responsabilidad individual sobre el rendimiento académico de los estudiantes en el aprendizaje cooperativo.Conclusión. Las implicaciones teóricas y prácticas de los resultados se discuten.

scholarly journals Investigation of The Attitudes of University Students at Different Departments Against Cooperative Learning

2020 ◽  
Vol 10 (3) ◽  
pp. 142
Author(s):  
Alpaslan Kartal
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Teaching Method ◽  
Face To Face ◽  
Data Coding ◽  
Group Processing ◽  
Significant Difference ◽  
Working Together ◽  
Individual Accountability

Cooperative learning is a kind of teaching method, which includes students working together in projects. The teacher has to provide a cooperative situation that creates interdependence among the students. It consists of five different elements. These are positive interdependence, individual accountability, face to face interaction, interpersonal- small groups, social skills, and group processing. This study is aimed to investigate the attitudes of university students studying in different departments towards cooperative learning. Thus, the current situation is described with the analysis of the data obtained from the applied scales. The research is descriptive. The group of the research consists of students studying in different departments of Bozok University in Yozgat. For the research, the data collected and processed into the data coding form. Then, statistical analysis was applied to the data transferred to SPSS 24.0 Packet program. There is no statistically significant difference found between genders. There was a statistically significant difference in the attitude scores towards cooperative learning between the ages, the departments, and the grades. Cooperative learning is a more suitable method for students in the classes and develops learners' attitudes. Institutes are encouraged for positive collaboration involvement among students who will be connected in groups within the work environment in the long term.

scholarly journals Diseño y validación de un cuestionario de medición del aprendizaje cooperativo en contextos educativos

2017 ◽  
Vol 33 (3) ◽  
pp. 680 ◽  
Author(s):  
Javier Fernandez-Rio ◽  
Jose A. Cecchini ◽  
Antonio Mendez-Gimenez ◽  
David Mendez-Alonso ◽  
Jose A. Prieto
Keyword(s):  
Cooperative Learning ◽  
Concurrent Validity ◽  
Statistical Tests ◽  
Reliability Indices ◽  
Group Processing ◽  
Learning Techniques ◽  
Confirmatory Analysis ◽  
Age Range ◽  
Individual Accountability ◽  
Aprendizaje Cooperativo

<p style="margin: 0cm 0cm 0pt; line-height: 150%;"><span style="line-height: 150%; font-family: 'Times New Roman',serif; font-size: 12pt; mso-ansi-language: EN-GB;" lang="EN-GB">The goal of the present study was to design and validate an instrument to assess the basic elements of cooperative learning, as well as a cooperation index. 11.202 primary education (grades 5, 6), secondary education and baccalaureate students (5.838 males, 5.364 females) from 68 different schools in 62 cities all over Spain agreed to participate. The age range was 11-18 years<span style="color: #333333;">. The participating students had experienced several cooperative learning techniques during the last six months. The first version of the questionnaire was assessed by a group of experts. A pilot study with 60 students similar to the target sample was conducted on the second version of the instrument. The final version underwent several statistical tests. </span>The Cooperative Learning Questionnaire included five subscales: Promotive Interaction, Positive Interdependence, Individual Accountability, Group Processing and Interpersonal skills. <span style="color: #333333;">Factorial and confirmatory analysis showed that all reliability indices were acceptable, even under the most difficult conditions. The questionnaire showed adequate convergent, discriminant and concurrent validity. Results showed that it is an easy instrument to assess all the basic elements of cooperative learning in primary, secondary and baccalaureate students and obtain a global cooperation factor.</span></span></p>

Dynamic Changes and Individual Differences in Learners’ Perceptions of Cooperative Learning During a Project Activity

RELC Journal ◽  
2021 ◽  
pp. 003368822110127
Author(s):  
Masahiro Yoshimura ◽  
Tomohito Hiromori ◽  
Ryo Kirimura
Keyword(s):  
Cooperative Learning ◽  
Learning Activity ◽  
Successful Implementation ◽  
Dynamic Changes ◽  
Face To Face ◽  
Group Processing ◽  
Social Skills Group ◽  
Skills Group ◽  
Five Elements ◽  
Weekly Journal

Although cooperative learning is a well-researched framework with many reports on its effective implementation in education, successful cooperative learning practice remains elusive in the classroom. The literature suggests certain elements of cooperative learning are key, but few studies have addressed their importance with respect to the dynamics of the learning activity and differences in individual learners’ attitudes. The objective of this study is to examine (1) whether learners’ perception of cooperative learning changes throughout a project, and (2) how differently individual learners perceive their activities with reference to the five elements (i.e. positive interdependence; face-to-face promotive interaction; individual accountability; social skills; group processing), and thereby to explore measures for successful implementation of cooperative learning. Analyses of a questionnaire survey and weekly journal entries revealed that there were dynamic changes in learners’ perception of cooperative learning in accordance with the shifts in phases of the project. The results also showed that there were significant differences in individual learners’ perceptions and that their engagement in cooperative learning could be affected by certain factors that were not weighed by the five elements. The results of this study can provide hints for better pedagogical interventions for teachers introducing cooperative learning into the classroom.

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