Cooperative, Competitive and Individualized Learning: A Preference Scale for Teachers

Owens, Lee

doi:10.1080/0311213820100104

Cited by 14 publications

(26 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It has been startlingly evident in a previous study that boys and girls in school express contrasting preferences for learning modes (Owens and Straton, 1980). Sex of teacher, therefore, may be a contributing or a correlated variable in explaining this earlier result.…”

Section: Sex Of Teachermentioning

confidence: 84%

“…The main thrust of a recent research project in Sydney has been to develop and trial a learning preference scale for students . It has been shown that schoolchildren have differing preferences for cooperative, competitive and individualized learning, and that these differences are particularly noticeable between boys and girls (Owens and Straton, 1980). Furthermore, it has been shown that these preferences by students are associated with contrasting perceptions of learning atmosphere in secondary English and mathematics classes (Owens and Barnes, 1982).…”

Section: Please Scroll Down For Articlementioning

confidence: 97%

“…The alpha for the individualized preference sub-scale indicates that the internal consistency for the responses of teachers is not as high as that for students. Some of the reasons for this are apparent from the factor analysis of LPST items (Owens, 1982). The sets of cooperative learning preference items and competitive learning preference items each emerge as single factors.…”

Section: Reliability and Validitymentioning

confidence: 98%

“…For both the primary/infants teachers and the secondary teachers, the cooperative preference sub-scale and the competitive preference sub-scale were marked by substantial alpha scores, signifying a large degree of intra-scale coherence in interpretation and answers by the teachers. In this respect the sub-scales are similar to those in the Learning Preference Scale -Students which was developed for primary and secondary school students (Owens and Straton, 1980). The alpha for the individualized preference sub-scale indicates that the internal consistency for the responses of teachers is not as high as that for students.…”

Section: Reliability and Validitymentioning

confidence: 99%

“…Internal consistency of each sub-scale was assessed separately by means of a Cronbach Alpha (Owens, 1982). For both the primary/infants teachers and the secondary teachers, the cooperative preference sub-scale and the competitive preference sub-scale were marked by substantial alpha scores, signifying a large degree of intra-scale coherence in interpretation and answers by the teachers.…”

Section: Reliability and Validitymentioning

confidence: 99%

See 4 more Smart Citations

With others, against others and on your own: the learning preferences of teachers

Owens

1983

Journal of Education for Teaching

Self Cite

View full text Add to dashboard Cite

Section: Sex Of Teachermentioning

confidence: 84%

Section: Please Scroll Down For Articlementioning

confidence: 97%

Section: Reliability and Validitymentioning

confidence: 98%

Section: Reliability and Validitymentioning

confidence: 99%

Section: Reliability and Validitymentioning

confidence: 99%

See 3 more Smart Citations

With others, against others and on your own: the learning preferences of teachers

Owens

1983

Journal of Education for Teaching

Self Cite

View full text Add to dashboard Cite

Classroom environment in the implementation of an innovative curriculum project in science education

Suárez

Pías

Membiela

et al. 1998

J. Res. Sci. Teach.

View full text Add to dashboard Cite

A curriculum project can be positively or negatively influenced by the environment of the classroom in which it is implemented. Analysis of the perceptions of students, teachers, and external observers has allowed us to study the influence of classroom environment in the implementation of an innovative project in science education. The main conclusions indicate that even though the global evaluation is positive, more so among teachers than among students, there are differences between the perceptions of the participants, probably due to differences in interests and needs. Moreover, in the classroom environment, the teacher and the actual dynamic and spatial organization are of great importance, and it can be difficult to maintain interest or to achieve a satisfactory evaluation on the part of those students whose academic performance is lowest.

show abstract

Investigating the relationship between learning style preferences and teaching collaboration skills and technology: An exploratory study

Kim

Sonnenwald

2002

Proc of Assoc for Info

View full text Add to dashboard Cite

This paper reports on an exploratory study that investigates the relationship between participants' learning style preferences and their perceptions of a professional workshop on collaboration and technology to support collaboration. The Learning Preference Scale‐Students (LPSS) (Owens & Barnes, 1992) was administered to identify participants' learning style preferences as cooperative, competitive and/or individualized. Using cluster analysis two groups, or categories, of learning style preferences among the participants emerged. Group 1 showed a strong preference for the cooperative learning style, and Group 2 showed a strong preference for competitive and cooperative learning styles. Group 1 rated the workshop more positively than Group 2. However, Group 2 reported a larger increase in self‐efficacy compared to those in Group 1 (18.9% vs. 6.0%). Both groups provided different suggestions regarding the content of the workshop. Group 1 suggested adding more discussions and group exercises, whereas Group 2 suggested adding explicit theory or rules to govern behavior. These findings indicate that learning styles should be considered as a potential variable that influences learning outcomes and preferences.

show abstract

Cooperative, Competitive and Individualized Learning: A Preference Scale for Teachers

Cited by 14 publications

References 8 publications

With others, against others and on your own: the learning preferences of teachers

With others, against others and on your own: the learning preferences of teachers

Classroom environment in the implementation of an innovative curriculum project in science education

Investigating the relationship between learning style preferences and teaching collaboration skills and technology: An exploratory study

Contact Info

Product

Resources

About