Students’ beliefs and attitudes towards cooperative learning, and their relationship to motivation and approach to learning

Bächtold, Manuel; Roca, Pascale; Checchi, Kévin De

doi:10.1080/03075079.2022.2112028

Cited by 11 publications

(4 citation statements)

References 35 publications

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“…Gaunt et al (2019) found that team members who reported higher levels of intimacy and familiarity with one another were more likely to demonstrate effective teamwork, including higher levels of cooperation, communication, and shared decision-making. O'Neill and Lambert (2014), Henningsen and Henningsen (2009), Bächtold et al (2023) suggested that dividing students into functional groups based on their individual abilities can promote a more equal distribution of tasks and responsibilities, leading to greater engagement and participation among all members. Some groups may be members who are close friends, and when working together, they will be happy and work effectively together.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Early Childhood Prospective Teachers’ Teamwork Ability Using Creative Drama Activities

Sittipon,

Santum,

Parsapratet

2024

International Online Journal of Primary Education

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The goals of this study are to 1) investigate the teamwork abilities of early childhood teacher students and 2) compare the teamwork abilities of early childhood teacher students who have learned through creative drama activities to a 75% criterion. The study is preliminary experimental research on a one-shot case study of 54 third-year teacher students majoring in early childhood education at the faculty of home economic technology at RMUTT who are enrolled in an English language course for preschool instructors. An assessment of teamwork abilities form and a reflection form on the collaborative process are among the tools for gathering data. Quantitative data analysis was carried out using descriptive statistics such as the mean, standard deviation, and one-sample t-test. Content analysis was used to analyse qualitative data. The research findings revealed that 1) early childhood education students' overall teamwork abilities were high, and 2) teamwork abilities of early childhood teacher students who learned through creative drama activities were significantly higher than the criterion of 75% statistical significance at.01.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Early Childhood Prospective Teachers’ Teamwork Ability Using Creative Drama Activities

Sittipon,

Santum,

Parsapratet

2024

International Online Journal of Primary Education

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“…This methodology has become positioned as a tool applicable in any educational context, being seen as an active and innovative pedagogy [36], such as through the exchange of ideas and materials in small heterogeneous groups that share objectives aimed at the same purpose [37]. It is mediated by ICT and constructive communication, promotes autonomy, teamwork to achieve the same goal, responsibility, and cooperation [38,39].…”

Section: Gamification Game-based Learning and Cooperative Learning In...mentioning

confidence: 99%

Gamification and Game-Based Learning as Cooperative Learning Tools: A Systematic Review

Fonseca,

Caviedes,

Chantré

et al. 2023

Int. J. Emerg. Technol. Learn.

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Innovation has changed teaching-learning processes; among the strategies that have been implemented are gamification and game-based learning, which are related to the use of games to generate spaces for participation. On the other hand, cooperative learning promotes scenarios of discussion, group work, and socialization. A systematic review is presented, following the PRISMA methodology. SCOPUS, WoS, and ERIC databases were used, and 20 articles published in the period from 2012 to 2021 were chosen. The results show that the cooperative model, gamification, and game-based learning allow the strengthening of academic, personal, and social skills in playful spaces that foster emotions and creativity. In-person, virtual, and blended activities, role-playing, and assignment to improve motivation are some of the options for the implementation of the model. Some applied tools are Scratch, Kahoot, Pandemic, Night of the Living Debt, Spoc, Minecraft, Scape Room, Cerebriti Edu, GaCoCo, Crazy Racket, and Keep Dancing. We conclude that the development of new learning environments allows students and teachers to work in groups and achieve the proposed objectives, with more participation, interaction, motivation, and inclusion.

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“…Group work accounts for <10% of classwork in American schools. This may be due to instructors' lack of confidence in implementing cooperative learning (Phuntsho & Gyeltshen, 2022), the complexity of cooperative learning concepts (Bächtold et al, 2023), insufficient training, or concerns about altering methods. The Jigsaw technique is a popular cooperative learning approach for instructors due to its simple four-step structure.…”

Section: Introductionmentioning

confidence: 99%

Jigsaw Effects on Student Learning Outcomes: A Review

Mubayinah

2023

J. Education. Method. Learn. Strategy.

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Although cooperative learning strategies provide promise for creating schools that are welcoming to students of all backgrounds, they have not been generally adopted. The Jigsaw system is popular because it is thought to promote students' sociability and learning, and because it seems to be straightforward to apply and follow its four-step teaching framework. A comprehensive assessment of research that has investigated the effects of the Jigsaw method on crucial student educational outcomes was planned and carried out to ensure precise identification of the method's effects. After conducting inductive and deductive topic analyses on 10 Jigsaw studies, three key outcomes emerged: learning (including accomplishment and motivation), social relations, and self-esteem (including academic and social self-esteem). Jigsaw's effects on academic performance (n = 2), motivation (n = 1), social connections (n = 1), and self-perception in the classroom (n = 1) were quantified wherever feasible via supplementary reviews. With the exception of social self-esteem, for which only three studies concluded that the Jigsaw method had positive effects, the primary results of our review focused on the inconsistency of Jigsaw effects and the high degree of variability among studies with regard to all retained student educational outcomes (i.e., achievement, motivation, social relations, and academic self-esteem). Additionally, the findings were consistent across trials. Our analysis sheds light on a number of variables that may account for this variation in research, including sample size, student diversity, and curriculum. The moderating effects of these variables need empirical investigation since they may lead to more effective applications of the Jigsaw technique.

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Students’ beliefs and attitudes towards cooperative learning, and their relationship to motivation and approach to learning

Cited by 11 publications

References 35 publications

Early Childhood Prospective Teachers’ Teamwork Ability Using Creative Drama Activities

Early Childhood Prospective Teachers’ Teamwork Ability Using Creative Drama Activities

Gamification and Game-Based Learning as Cooperative Learning Tools: A Systematic Review

Jigsaw Effects on Student Learning Outcomes: A Review

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