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 The effect of previous experience with working in groups on students’ academic performance in the accounting discipline

2021 ◽  
Vol 24 (2) ◽  
pp. 153-167
Author(s):  
María José Martínez-Romero ◽  
Alba Mª Priego de la Cruz ◽  
Cristina Ferrer-García ◽  
Mª Pilar Casado-Belmonte
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Previous Experience ◽  
Learning Techniques ◽  
Learning Technique ◽  
Students Attitudes ◽  
Prior Experiences ◽  
Previous Group ◽  
Aprendizaje Cooperativo

Este trabajo analiza la aplicación de técnicas de aprendizaje cooperativo en asignaturas de contabilidad para investigar si la disposición de los estudiantes a trabajar en grupo, a partir de sus percepciones sobre esta técnica de aprendizaje derivadas de experiencias previas de trabajo en grupo, están relacionadas con su rendimiento académico. Los resultados revelan que las percepciones de los estudiantes respecto a la mejora de sus habilidades por haber trabajado en grupo se relacionan positiva y significativamente con su rendimiento académico; mientras que las percepciones de los estudiantes respecto a haber aprendido de otros se relacionan negativa y significativamente con su rendimiento académico. Por lo tanto, este estudio amplía la literatura existente sobre el aprendizaje cooperativo y el rendimiento académico de los estudiantes, al considerar las actitudes de los estudiantes hacia el trabajo en grupo resultantes de sus experiencias previas. This paper analyses the implementation of cooperative learning techniques in accounting subjects to investigate whether students’ willingness to work in groups, based on their perceptions regarding this learning technique arising from previous group working experiences, are related to their academic performance. The findings reveal that students’ perceptions regarding their improved skills due to having worked in groups are positively and significantly related to their academic performance; meanwhile students’ perceptions of having learnt from others are negatively and significantly related to their academic performance. Therefore, this study extends the existing literature on cooperative learning and students’ academic performance by considering students’ attitudes toward working in groups resulting from their prior experiences.

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.

scholarly journals A Review of Cooperative Learning in EFL Classroom

2021 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Ruiying Chen
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Teaching Method ◽  
Theory Analysis ◽  
English Classrooms ◽  
English Classes ◽  
Positive Attitudes ◽  
Individualistic Learning ◽  
Teachers Attitudes ◽  
The Impact

This paper reviews the literature on the effects of cooperative learning (CL) among students and teachers. The purpose of this paper is to find out the effectiveness of cooperative learning in helping to improve students’ academic performance, as well as the impact of the implementation of CL on students’ and teachers’ attitudes and on students’ anxiety, motivation, and interest. Many studies have found that CL is an effective teaching method worldwide in the 21st century. In these studies, researchers collected quantitative and qualitative data by using various instruments, such as experiments, surveys, questionnaires, and interviews, and they applied different methods to analyze data, including theory analysis, thematic analysis, descriptive and inferential analysis. Findings from the reviewed research showed that the use of the CL can help students improve their academic performance, and most students and teachers showed positive attitudes towards the implementation of CL. In addition, using CL in English classrooms had also been found to help students reduce anxiety and develop motivation and interest. In China's English classes, compared with cooperative learning, the traditional English teaching focuses more on competitive and individualistic learning. Based on the results of previous literature studies, the researcher suggests that China's teachers can consider to apply the CL technique in English classes, which may improve students' academic performance and attitudes.

scholarly journals Experiencias de Aprendizaje Cooperativo en Matemáticas | Cooperative learning experiences in mathematics

2018 ◽  
Vol 11 (23) ◽  
pp. 99 ◽  
Author(s):  
Rosario Isabel Herrada Valverde ◽  
Raúl Baños Navarro
Keyword(s):  
Cooperative Learning ◽  
Teaching Mathematics ◽  
Professional Lives ◽  
Sport Education ◽  
Journal Articles ◽  
Dual Purpose ◽  
Teaching Of Mathematics ◽  
The One ◽  
The Impact ◽  
Aprendizaje Cooperativo

Existe un creciente interés en el estudio de metodologías activas que, como en el caso del aprendizaje cooperativo, permiten a los estudiantes adquirir competencias para su desarrollo personal, social y profesional. El doble objetivo del presente estudio es, por un lado, destacar el potencial del aprendizaje cooperativo en la enseñanza de las Matemáticas, y por otro, dar a conocer diferentes experiencias en las que se ha implementado dicha metodología en estas materias. Para ello se revisa un amplio número de artículos redactados en castellano y publicados en revistas periódicas que describen investigaciones y experiencias llevadas a cabo en diferentes etapas educativas. En nuestro conocimiento, esta es la primera revisión completa que se hace sobre artículos redactados en castellano que analizan innovaciones didácticas basadas en el uso del aprendizaje cooperativo para la enseñanza de Matemáticas. A tenor de dichas investigaciones, se concluye que el aprendizaje cooperativo es una metodología adecuada para la enseñanza de las  Matemáticas, ya que favorece la adquisición de competencias y mejora el rendimiento académico de los estudiantes, independientemente de la etapa educativa y de la materia en cuestión. ABSTRACT:This study had two main goals: the first was (a) to analyze the impact of an ultimate’s Sport Education There is an increasing interest in the study of active methodologies, such as cooperative learning, that encourage students to acquire useful competencies for their personal, social and professional lives. The dual purpose of this article is, on the one hand, to highlight the potential of cooperative learning in the teaching of Mathematics and, secondly, to describe some experiences in which this methodology has been implemented by teachers in these matters. With this aim, a large number of journal articles written in Spanish describing research and educational experiences in different educational stages have been revised. To our knowledge, this is the first comprehensive review of articles written in Spanish that analyse the use of cooperative learning in Mathematics. In light of these investigations, it is concluded that cooperative learning is appropriate for teaching Mathematics because it promotes the acquisition of competencies and improves academic performance of students, regardless of the educational level and subject matter.

scholarly journals El aprendizaje cooperativo mejora el rendimiento académico - [The cooperative learning improves the academic performance]

2021 ◽  
Author(s):  
Sonia Lorente ◽  
Jordi Fauquet ◽  
Diego Redolar ◽  
Genís Prat-Ortega ◽  
Alfredo Pardo ◽  
...  
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Aprendizaje Cooperativo

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>

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