Diseño y validación de un cuestionario de medición del aprendizaje cooperativo en contextos educativos

Fernández-Río, Javier; Cecchini, José A.; Méndez–Giménez, Antonio; Méndez-Alonso, David; Prieto, José Antonio Fernández

doi:10.6018/analesps.33.3.251321

Cited by 31 publications

(26 citation statements)

References 24 publications

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“…On the other hand, in Figure 1 observs the confirmatory factor analysis (CFA). This model correctly fits the theoretical model proposed by Fernandez-Rio et al [56], which meets the correct coefficients in the allowed thresholds, according to Bentler [58] and Hu and Bentler [59]: CMIN/DF (chi square mean/degree of freedom) = 1.91, p = < 0.001; CFI (comparative fit index) = 0.934; TLI (Tucker-Lewis index)= 0.919; IFI (incremental fit index) = 0.935; RMSEA (root mean square error of approximation)= 0.77. This model evidences the factorial structure formulated in the CFA, composed by five correlated latent variables.…”

Section: Instrument Psychometric Analysissupporting

confidence: 89%

“…To measure the perceptions of pre-service teachers on the implementation of the cooperative learning methodology, the Cooperative Learning Questionnaire, developed by Fernandez-Rio et al [56], was used. The instrument involved 20 items classified in five dimensions through a 5-point Likert scale (totally disagree, value 1; disagree, value 2; neutral, value 3; agree, value 4; and totally agree, value 5).…”

Section: Instrument Descriptionmentioning

confidence: 99%

“…Questionnaire to measure the perceptions of the pre-service teachers on cooperative learning in educational contexts. Prepared by Fernandez-Rio et al [56].…”

Section: Future Researchmentioning

confidence: 99%

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Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

2020

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There is a growing interest in the study of active methodologies, especially cooperative learning. It will allow for skills related to the positive interdependence between the components of a group, individual responsibility, the encouragement of interaction, and the development of social skills to be put into practice by pre-service teachers, as well as for the sharing and assertiveness of the ideas of teamwork. The purpose of this study is to predict those variables that significantly positively affect pre-service teachers’ perceptions about the use of cooperative learning methodology in their initial training at university once it has been put into practice in the classroom for 3 months. For this, a quasi-experimental design was implemented to enable its practice, and subsequently the perceptions of the pre-service teachers were collected through the use of a questionnaire. The sample was composed of 140 pre-service teachers from the Faculty of Education of the University of Almeria (Spain). The overall results of the study determined that the interest of pre-service teachers in their subject, age, attendance of practical classes, and the type of education level they have had access to positively affect the perceptions of pre-service teachers, while positive academic performance causes a decline. These findings highlight the need to continue research, mainly on the question of why working in cooperative groups causes a decrease in academic performance.

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Section: Instrument Psychometric Analysissupporting

confidence: 89%

Section: Instrument Descriptionmentioning

confidence: 99%

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Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

2020

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“…Emotional Intelligence Questionnaire in Physical Education (EIQPE) [43]. This scale includes 22 items and 3 factors: emotional recognition (e.g., "It is easy for me to recognize my emotions during activities"), emotional control and regulation (e.g., "I am able to remain calm even when situations arise to challenge me"), and emotional empathy (e.g., "I easily understand how my classmates feel").…”

Section: Instrumentsmentioning

confidence: 99%

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Rivera-Pérez

Barco

Fernández-Río

et al. 2020

IJERPH

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The present research had two complementary aims: (a) to examine the associations between cooperative learning (CL) and emotional intelligence (EI) in physical education (PE) and (b) to explore and compare the use of CL in PE in primary education (PED), secondary education (SED) and baccalaureate (BA). A total of 1332 students (682 males, 650 females) took part in the study. All participants were aged between 10 and 20 years old (M = 13.09; SD = 2.47) and belonged to 13 different schools in Southwest Spain. They completed the cooperative learning questionnaire (CLQ), referring to the PE classes, in addition to the emotional intelligence questionnaire in physical education (EIQPE). Positive and significant associations were found between CL and EI in all school stages. In addition, moderately strong associations were uncovered between CL and the different dimensions of EI: emotional recognition, emotional control and regulation and emotional empathy. Participants belonging to classrooms with larger cooperation indices presented higher levels of EI. Results also highlighted a greater use of CL in PE classes during the PED stage in comparison to the SED and BA stages. These outcomes are discussed in light of the existing literature and methodological implications are derived for teaching PE. The use of CL in PE is recommended because of its positive contribution to the affective domain through IE. This will be especially important during the SED and BA stages, where lower rates of CL were observed.

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“…Desde nuestro punto de vista, sin embargo, no podemos quedarnos en la retórica de que la insuficiente formación inicial que recibe el profesorado justifica que el AC no sea utilizado todo lo que debiera en las escuelas, puesto que desde los propios centros educativos también pueden planificarse procesos de formación docente. Por lo tanto, tal y como indica Fernández (2017), quienes nos encontramos en el terreno de la formación y de la investigación tenemos la obligación de desarrollar y proporcionar estructuras que faciliten la labor de implementación de este tipo de modelos.…”

Section: La Formación Del Profesorado En El Macunclassified

El método de aprendizaje cooperativo y su aplicación en las aulas

Abellán

2018

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El aprendizaje cooperativo es una práctica educativa que se ha llevado a cabo con gran éxito en las últimas décadas. Se le considera como una herramienta metodológica capaz de dar respuesta a las diferentes necesidades que presentan los individuos del siglo XXI. El objetivo de este artículo es abordar su evolución conceptual y recoger los distintos elementos que componen la denominada estructura cooperativa, así como las técnicas, grupos y modelos que se han formulado en torno a esta temática. Paralelamente, se alude a la formación del profesorado en el método de aprendizaje cooperativo (MAC), en tanto que constituye un elemento esencial para su adecuado desempeño laboral. Por último, se reflexionan, desde una perspectiva crítica, las ventajas que se derivan de la aplicación de este método en las aulas, y las resistencias que enfrentan los docentes cuando tratan de utilizar este método en su enseñanza. Cooperative learning is an educational practice that has been applied with considerable success in recent decades. It is considered a methodological tool capable of responding to different needs presented by individuals in the 21st century. The purpose of this article is to address its conceptual evaluation and identify the various elements that make up the so-called cooperative structure, as well as the techniques, groups and models that have been formulated around this topic. In parallel, it alludes to the training of faculty in the cooperative learning method (CLM), as an essential element in the satisfactory performance of their jobs. Finally, the article reflects critically on the advantages of application of this method in the classroom, and resistances teachers may encounter when trying to use it.

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Diseño y validación de un cuestionario de medición del aprendizaje cooperativo en contextos educativos

Cited by 31 publications

References 24 publications

Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

El método de aprendizaje cooperativo y su aplicación en las aulas

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