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.

scholarly journals Investigation of Cooperative Learning Techniques and Attitudes in Language Learning Classrooms

2019 ◽  
Vol 8 (2) ◽  
pp. 219
Author(s):  
Safaa Mohammad Alhebaishi
Keyword(s):  
Public Schools ◽  
Cooperative Learning ◽  
Language Learning ◽  
Language Teachers ◽  
Attitude Questionnaire ◽  
Intermediate School ◽  
Learning Techniques ◽  
Language Classes ◽  
Students Attitudes ◽  
Observation Results

The study investigates the Cooperative Learning (CL) techniques implemented by intermediate school language teachers and examines students’ attitudes regarding the use of CL in language classes. To realize the objectives of the study, two instruments were used to collect data: observation reports and an attitude questionnaire. Observation were conducted in 31 classrooms in 12 intermediate public schools, and the attitude questionnaire was administered to 547 students. The observation results revealed that CL was not accurately implemented in a majority of the classrooms. Language teachers made several mistakes in the implementation of CL techniques. Furthermore, the results of the attitude questionnaire showed that the students’ attitudes towards CL were positive.

scholarly journals Application of Cooperative Learning Techniques to Academic Performance of 11th Class Civics Students

2021 ◽  
Vol VI (IV) ◽  
pp. 12-23
Author(s):  
Jamal Shah ◽  
Imtiaz Ahmad ◽  
Faqir Taj
Keyword(s):  
Academic Performance ◽  
Cooperative Learning ◽  
Teaching Strategy ◽  
Male Students ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Academic Achievements ◽  
Learning Techniques ◽  
Significant Difference ◽  
And Control

In comparison to traditional learning approaches, Cooperative Learning (CL) is a modern teaching strategy for improving academic performance. Educational institutions in the developed states, as compared to that of developing states, make effective use of CL techniques to enhance students academic achievements. This research is an attempt in that direction which is conducted on a sample of 70 male students of class 11th in the subject of Civics in Government Post Graduate College, Mardan. The 70 students were divided into two equal groups named experimental and control groups where the learning techniques, i.e., traditional and CL, were implemented. The impacts of both the learning methods on students� academic performance were investigated. It showed a significant difference in academic achievements of male students taught through the traditional methods and CL techniques. The findings also showed that CL has very positive impacts on students social and academic behaviors, increases their interest in learning.

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 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>

scholarly journals Attitudes of Palestinians EFL Students Towards the Use of Jigsaw Cooperative Learning Technique in Teaching Reading Comprehension

2021 ◽  
Vol 58 (1) ◽  
pp. 5947-5955
Author(s):  
Enas A. A. Abuhamda, Ramiaida Darmi, Hazlina Abdullah
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Secondary Students ◽  
Quantitative Research ◽  
English Language ◽  
Teaching Reading ◽  
Language Abilities ◽  
Positive Attitudes ◽  
Learning Technique ◽  
Students Attitudes

Reading comprehension plays a crucial role in developing the reading skills. Therefore, reading comprehension is one of the most significant skills of all the four linguistic abilities, towards better effectively communication in classroom. Subsequently, the English Language (EL) teachers should consider and find different teaching methods in their classrooms in order to improve the language abilities of their learners in the classrooms such as Jigsaw Cooperative Learning Technique (JCLT) through changing their methods, materials and overcoming the traditional way of teaching English language. The aim of the study was to investigate Palestinians EFL secondary students’ attitudes towards the use of JCLT in teaching reading comprehension. In addition, the study adopted fully quantitative research design to collect data through the self-designed questionnaire survey that distributed randomly on a sample of 1094 Palestinians EFL secondary teachers in 2019-2020. The collected data were analyzed and treated statistically using SPSS.24. The results of the study showed that Palestinians EFL secondary students have positive attitudes towards using jigsaw cooperative learning technique as a tool in the EFL teaching. The recommendation and suggestion for studies were suggested in light of the findings.

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