scholarly journals The Impact of Cooperative Learning on University Students’ Academic Goals

2022 ◽  
Vol 12 ◽  
Author(s):  
Santiago Mendo-Lázaro ◽  
Benito León-del-Barco ◽  
María-Isabel Polo-del-Río ◽  
Víctor M. López-Ramos

Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken via self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills (learning goals). In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students’ learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning.

2020 ◽  
Vol 10 (2) ◽  
pp. 141
Author(s):  
Zuhair D. Zaghlool

This study aims to investigate empirically the effectiveness of using CALL online writing activities on EFL university students’ writing achievement. It also attempts to reveal students' attitudes towards using CALL online writing activities in teaching writing. The sample of this study comprises forty randomly-selected male sophomore students. They are assigned to two groups: experimental and control. Both groups are taught via the regular writing teaching method; the experimental group received additional training using CALL online writing activities for eight weeks. An experimental pretest-posttest control group design is employed in this study. The instruments of the study are a writing achievement pre-posttest and a five-point Likert scale questionnaire. The results of the study revealed that there were no statistically significant differences between the achievement of the experimental group and the control group due to using CALL online writing activities. The results also indicated that EFL university students had positive attitudes towards using CALL online writing activities in teaching and learning writing. They believed that CALL online writing activities were useful, motivating, and enjoyable in addition to enhancing self-confidence and independent learning.


2020 ◽  
Vol 9 (9) ◽  
pp. 21
Author(s):  
Jessica Paola Palacios Garay ◽  
Jorge Luis Escalante ◽  
Juan Carlos Chumacero Calle ◽  
Inocenta Marivel Cavarjal Bautista ◽  
Segundo Perez-Saavedra ◽  
...  

The objective of the present study was to determine the incidence of university students’ emotional style on the dimensions of academic goals (academic goals, learning goals, achievement goals and social reinforcement goals). For this study, 780 students of the fifth and sixth cycle of the Health Sciences School at a private university in Lima were chosen.In this quantitative study, of a substantive type, and a causal correlational cross-sectional non-experimental design, The Emotional Style Questionnaire (ESQ) was administered and for academic goals the questionnaire of the same name (CMA). The results evidenced the significant incidence of emotional style in the academic goals of university students with 72.1%; because the reason of plausibility of the logistic model (p<0.05) fits well with the data (Deviation with p<0.05).


Author(s):  
Adeneye Olarewaju Awofala ◽  
Abisola Olusola Lawani

<p>Evidence suggests strong support for innovative teaching approaches in mathematics intervention in universities all over the world and a robust backing has been accorded to co-operative learning pedagogy, which provides strong professional development to teachers on ways of  promoting students’ social skills and aiding them to learn in a constructivist way. There is no doubt that co-operative learning is one of the most extensively documented methods to pedagogy in mathematics but little is known about its efficacy in the Nigerian university education setting. This study investigated the effectiveness of co-operative learning strategy on the achievement in mathematics of 220 university students in Nigeria within the blueprint of quasi-experimental research of Solomon four non-equivalent control group design. It also examined the influence of gender on students’ achievement in mathematics. Achievement in mathematics was measured by the differentiation achievement test with KR-20 of 0.86 and data collected for the study were analysed by adopting the independent samples t-test and analysis of variance (ANOVA). The results showed significant main effect of co-operative learning strategy on students’ achievement in mathematics whereas no significant main influence of gender was found on the dependent measure. Also, there was no significant interaction effect of treatment and gender on students’ achievement in mathematics. Based on the positive effect of cooperative learning strategy on university students’ achievement in mathematics in this study, it is paramount to adjust cooperative learning principles to enhance the needs of universities in Nigeria. Integrating technology to enhance enactment of major pedagogical elements of cooperative learning and to differentiate teaching and learning to improve numerous needs of students may provide a leeway to optimize mathematics results for Nigerian students.</p>


2021 ◽  
Vol 12 (2) ◽  
pp. 97
Author(s):  
Suhartini Salingkat ◽  
Anastasia Bilalu

This study aims to analyze the impact of the Treffinger learning model on students' mathematical communication skills. This research was conducted at Senior High School 1 Bulagi grade 10th, 2018/2019 academic year. This type of research was a Quasi-Experimental study with a Pretest-Posttest Control Group Design. Data collection on mathematical communication skills used test instruments. The results revealed that the mathematical communication skills of students taught using the Treffinger learning model were higher than those taught using the Student Team Achievement Division / STAD cooperative learning model (FCount = 5.78> Ftable = 4.03). It can be seen from the results of the research that application of the Treffinger learning model has a higher effect on students' communication skills compared to the Student Learning Achievement Division (STAD) cooperative learning model. It is proven from the average mathematical communication skills of students taught with the Treffinger learning model on the written text indicator, drawing and mathematical expression expressed at 50.67 while the students taught with the Student Team Achievement Division (STAD) cooperative learning model on the written indicator text, drawing and mathematical expressions were stated at 47.50.


2019 ◽  
Vol 5 (3) ◽  
pp. 83-101 ◽  
Author(s):  
Ehsan Namaziandost ◽  
Vida Shatalebi ◽  
Mehdi Nasri

This study aimed to investigate the effectiveness of cooperative learning in English language classrooms to enhance Iranian students’ speaking skills and motivations. A pre-test–post-test control group design was employed to compare the impact of the cooperative learning approach with that of traditional whole-class instruction on speaking skills and six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample’s speaking skills and motivations. In practical terms, the sample’s speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a seven-point Likert scale-questionnaire was administered to the sample before and at the end of the course to check students’ motivation towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, independent and paired sample t-tests, one-way ANCOVA, and effect size. The findings showed remarkable development in the students’ speaking skills after the introduction of cooperative learning techniques. Moreover, the findings suggested significant differences in favor of cooperative learning for improving intrinsic motivation, but no differences were found on other aspects of motivation. In light of the findings, the researchers recommend that teachers could benefit from applying CL in English classes, which may in turn develop students’ speaking skills and motivation.


2019 ◽  
Vol 22 ◽  
Author(s):  
Beatriz Delgado ◽  
Raquel Escortell ◽  
María Carmen Martínez-Monteagudo ◽  
Alicia Ferrández-Ferrer ◽  
Ricardo Sanmartín

Abstract Cyberbullying has aroused scientific interest given the impact it has on the lives of young people. The present study proposes to analyze the relationship between self-concept (Self-Description Questionnaire I), academic goals (Achievement Goals Tendencies Questionnaire), and the participation of the roles of victim, bully and bystander in cyberbullying (Cyberbullying. Screening for peer bullying and cyberbullying), by gender and grade. The sample was composed of 548 students (49.8% girls) in 5th and 6th grade of Primary Education (M age = 10.95, SD = 0.7). Logistic regression analyses showed the explicative role of social self-concept and learning goals in the three roles, highlighting the academic self-concept and achievement goals in the victims, as well as the high social reinforcement goals in bullies and bystanders. This relation varied slightly according to gender and grade, being the motivational orientation towards school achievement a protector of victimization in girls and 6th grade students. The findings are discussed, pointing out their involvement in the development of preventive cyberbullying programs in preadolescence.


2019 ◽  
Vol 2 (2) ◽  
pp. p8
Author(s):  
Nahed F. Abdel-Maksoud

Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate "EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (N=78) or a control group (traditional) (N=77). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the ‎experimental group (flipped classroom group). Using MOOCs to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.


2015 ◽  
Vol 9 (1) ◽  
pp. 51 ◽  
Author(s):  
Abdul-Aziz Saleh Alsamani ◽  
Ayman Sabry Daif-Allah

<p>The aim of this paper is to study the impact of introducing an integrative pedagogical approach in the ESP classes on developing the English language vocabulary of Computer Science and Information Technology students in the College of Science, Qassim University. The study suggests a framework for an ESP course-design employing students’ project work based on the analysis of learners’ needs. The researchers made use of the experimental pre-test post-test control group design where the English vocabulary test was used as a pre and post test. The results reported from this study revealed the effectiveness of the suggested project-based ESP course on developing the English vocabulary for the target subjects. Also, the results show that project based instruction enhanced the teaching and learning of ESP and developed new study habits for learners by promoting self-directed, independent, cooperative learning as well as out-of-classroom learning. The study concluded with recommendations related to how projects can be incorporated into ESP classrooms to develop different language skills i.e. speaking, listening, reading, and writing.</p>


2021 ◽  
Vol 9 (3) ◽  
pp. 712-719
Author(s):  
Ayşe Eliüşük Bülbül ◽  

The purpose of this study is to determine the effect of the "patience training program" on the patience and life satisfaction levels of university students. The study was organized as a pre-test, post-test experiment and control group design. For a total of 30 students from which were 17 in the control group and 17 in the experimental group, patience training was given for 5 weeks. The "Patient Scale" developed by Schnitker (2010) and adapted to Turkish by Eliüşük and Arslan (2016) and the "Life Satisfaction Scale" developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish by Dağlı and Baysal (2016) were used as a data collection tool in the study. The "Wilcoxon" test was used for the comparison of in-group differences in the analysis of obtained data and the "Mann-Whitney U" test was used in examining the differences between the two groups. As a result of the study, it was observed that the patience and life satisfaction average scores of students in the experimental group receiving "patience training" increased significantly, while there was no significant difference in the patience and life satisfaction averages scores of the control group students.


2002 ◽  
Vol 25 (2) ◽  
pp. 278-280 ◽  
Author(s):  
Carol A. Smith ◽  
Sharon E. Strand ◽  
Camille J. Bunting

This study investigated the impact of a 15-week outdoor experiential program on the moral reasoning of college students. One hundred and ninety-six university students volunteered to participate in this study, which utilized Rest's (1979) Defining Issues Test (DIT). The DIT investigates how individuals arrive at making decisions, and formulates a “P” (Principled moral reasoning) score for each subject. The groups were found to be homogeneous in moral reasoning at the pretest (outdoor experiential x = 36.07; control x = 33.08; F = 0.05). There was a statistically significant difference on the posttest scores of the outdoor experiential program participants (x = 40.98) in relation to the control group (x = 34.14) (F = 3.84). The results of this study demonstrated that the outdoor experiential program participants were significantly different from the control group at posttest. It is postulated that even though improved moral reasoning was not a stated objective, the outdoor experiential students, through front-loading, reflection, critical thinking, problem solving, and adherence to the full value contract, did enhance their level of moral reasoning. Through the combined modeling of behavior and discussion, changes in behavior can occur. The nature of outdoor experiential programs seems well suited to positively influence moral and ethical reasoning.


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