An Approachment to Cooperative Learning in Higher Education: Comparative Study of Teaching Methods in Engineering

Abstract

In the way of continuous improvement in teaching methods this paper explores the effects of Cooperative Learning (CL) against Traditional Learning (TL) in academic performance of students in higher education in two groups of the first course of Computer Science Degree at the university. The empirical study was conducted through an analysis of covariance (ANCOVA) in order to assess whether teaching methods have a significant effect on academic performance. The results show that teaching methods did not have a significant effect on the academic performance of the students. However, informal interviews with students revealed that they preferred CL. The study also explores whether there was a relationship between the average scores for conceptual and problem-type questions between both groups through a t-test analysis and for both courses there was no significant difference in the exam results between the two groups. Students who were exposed to TL methods outperformed the students who were taught via CL in mid-term exam. However, the result is opposite in the final exam where students from CL obtained better scores. Finally, with CL techniques students got better global results because they acquired a depper understanding of the materia.

The five‐in‐one teaching mode in the teaching of engineering courses

“…No significant relationships were found between gender, commitment to teaching, and the intention to enter the teaching profession. Through continuous improvement of the teaching methods of professional courses, Raquel [19] explored the impact of cooperative learning and traditional learning on the academic performance of students from the first computer science degree course at a university. The empirical study used covariance analysis to examine the academic performance of two groups of students in this course to assess whether teaching methods significantly affect academic performance.…”

İşbi̇rli̇kli̇ Öğrenme İle Bi̇rli̇kte Kullanilan Modelleri̇n, Ani̇masyonlarin Ve Yedi̇ İlke’ni̇n Ki̇mya Başarisina Etki̇si̇

“…Araştırmanın başlangıcında bütün gruplara uygulanan ÖBT sonuçları ile uygulamalar sonunda uygulanan ABT sonuçları göz önüne alındığında tüm deney gruplarında puanların arttığı gözlenmektedir. Literatürdeki birçok araştırmada (Çavdar ve Doymuş, 2018;Doymuş, 2008;Estébanez, 2016;Helm, 2017;Marcos, Fernández, González ve Phillips-Silver, 2020;Okumuş ve Doymuş, 2018) da işbirlikli öğrenme yönteminin akademik başarıyı arttırdığı sonucuna ulaşılmıştır. Bu araştırmada da benzer sonucun ortaya çıkmasında, işbirlikli öğrenmenin; öğrencilerin öğrenme sürecine aktif katılımlarını, öğrenci gruplarında olumlu bağlılığın oluşmasını, öğrencilerin bireysel ve grup olarak kendi öğrenmelerinde sorumluluk almalarını sağlamasının etkili olduğu yorumu yapılmıştır.…”

Exploring the Switching Intention of Learners on Social Network-based Learning Platforms: A Perspective of the Push–Pull–Mooring Model

“…Cooperative learning is the application of organized and systematic teaching and learning strategies within a group (Estébanez, 2017). Stevens, Slavin and Farnish (1991) pointed out that cooperative learning can be conducted through panel discussions, peer support and guidance, emphasizing individual responsibility and the interdependence of group members.…”

“…Previous studies have indicated that the proper use of cooperative learning strategies in teaching can enhance learning achievements and relationships between peers (Estébanez, 2017;Johnson & Johnson, 1987). Advances in network technologies have changed interaction patterns between people and created new modes of social interactions.…”