The Development of a Co‐operative, Competitive, and Individualised Learning Preference Scale for Students

Owens, Lee; Straton, Ralph G.

doi:10.1111/j.2044-8279.1980.tb02440.x

Cited by 71 publications

(23 citation statements)

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“…However, statistical significance was only observed in five of the seven scales in male students' perceptions (see Table 7): Personalisation, Student Cohesiveness, Task Orientation, Cooperation and Individualisation. This is similar to findings in other research (Johnson & Johnson, 1991;Parker, Rennie, & Harding, 1995;Owens & Straton, 1980). Female students seemed to want less of a decision making role in the classroom.…”

Section: Differences In Perception Based On the Gender Of Studentssupporting

confidence: 90%

“…For example, Lira (1995) in his study of secondary school students in Singapore found that male students perceived their classrooms as allowing greater opportunities for working at their own pace and time while female students viewed their classrooms as opportunities to participate and have control of their own learning. Numerous studies also show that learning in science classrooms takes on a competitive nature and, boys prefer competitive and individualised learning, whereas, girls prefer learning which involves cooperative models and mutual assistance (Byrne, Hattie, & Fraser, 1986;Johnson & Johnson, 1991;Owens & Straton, 1980;Parker, Rennie, & Harding, 1995). Johnson and Johnson (1991), however, showed that as students progressed to higher grades both male and female students seemed to gain more interest in competitive learning.…”

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confidence: 99%

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Transition from senior secondary to higher education: A learning environment perspective

Nair

Fisher

2000

Research in Science Education

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The purpose of this study was to modify and validate a new form of the College and University Classroom Environment Inventory (CUCEI), and to then use it to compare students' actual and preferred perceptions of their classroom learning environments at the senior secondary and tertiary levels of education. The study also examined differences in perceptions according to the student's gender. A sample of 504 students participated in the study. The reliabilities of the scales of the modified CUCEI ranged from .73 to .94. When the two levels were compared, students at the higher education level had a less favourable perception of their learning environment. Previous research was replicated in that females were found generally to perceive their learning environments in a more positive way than did males and that all students generally preferred a more positive learning environment in their classes.Despite the fact that educational environment is a somewhat subtle concept, remarkable progress has been made in conceptualising, assessing and researching its determinants and effects. Research over the last four decades has recognised that students' and teachers' perceptions are important parameters of the social and psychological aspects of the learning environments of school classrooms (Fraser, 1994(Fraser, , 1998. The foundation of the study of classroom environments was laid independently by Rudolf Moos and Herbert Walberg. Walberg's model on educational productivity indicates nine factors which contribute to the variance in students' cognitive and affective outcomes. The nine factors being student ability, maturity, motivation, the quality of and quantity of instruction, the environment at home, the classroom environment, the peer group outside the classroom and the time involved with the video/television media (Walberg, 198 I, 1984). The model was successfully tested as part of a national study showing that student achievement and attitudes were influenced

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Section: Differences In Perception Based On the Gender Of Studentssupporting

confidence: 90%

mentioning

confidence: 99%

Transition from senior secondary to higher education: A learning environment perspective

Nair

Fisher

2000

Research in Science Education

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“…This was measured by an abridged form of the Learning Preference Scale-Students (LPSS) (Owens & Straton, 1980). The abridged form consists of three subscales each with the eight items shown by factor analysis to pertain exclusively to competitive (e.g., Trying to be better than others makes me work well), cooperative (e.g., I like to work in a group at school), and individualistic (e.g., I prefer to work by myself so I can go as fast as I like) learning preference respectively.…”

Section: Methodsmentioning

confidence: 99%

Motivational Patterns Related to Gifted Students' Learning of Mathematics, Science and English: An Examination of Gender Differences

Adamson²

1995

Journal for the Education of the Gifted

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The study examined gender differences in achievement-related motivational patterns in gifted students. One hundred sixty-nine intellectually gifted secondary students were given measures of perceived ability, subjective task value, learning style preference, and causal attributions in reference to mathematics, science, and English. They also responded to measures of self-concept, intrinsic motivation, and attribution for responsibility for positive and negative outcomes. Gifted girls, more than gifted boys, were found to attribute both success and failure in mathematics, science, and English t o effort and strategy. Gifted girls also tended to report greater confidence and interest in English. However, no gender differences were found in terms of maladaptive motivational tendency. No program differences overall were found. Implications of the findings are discussed.

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“…They too, found gender effects. In a variation on this theme, Owen and Straton [19] were able to show similar preferences to SadlerSmith and Riding [17], which they called co-operative (students working together to achieve a learning goal), competitive (student works alone to compete with other students), and individualistic (students work to achieve their own goals) modes.…”

Section: Teaching Modes Preferencesmentioning

confidence: 88%

Student resistance to ICT in education

Hunt

Thomas

Eagle

International Conference on Computers in Education, 2002. Proceedings.

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The polarisation of views on the introduction of ICT in education makes it hard to get a clear perspective on student attitudes to ICT, particularly in relation to other more traditional teaching modes. While the decision to use ICT may be pedagogically sound, resistance to its acceptance may discourage enthusiastic staff, sour student learning experiences and ultimately reduce institutions' ability to produce graduates who are computer-literate life long learners. This paper reports on a large scale study (n = 1,279) that compared student attitudes to a range of teaching modes, identified differences in attitude associated with demographic variables and examined the effect of student characteristics on such attitudes. Traditional teaching modes were found to be strongly preferred above all others. Technology and student-based teaching modes were the least preferred. Implications for developing collaborative learning communities on-line to promote greater learning autonomy and independent learners are discussed.

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The Development of a Co‐operative, Competitive, and Individualised Learning Preference Scale for Students

Cited by 71 publications

References 0 publications

Transition from senior secondary to higher education: A learning environment perspective

Transition from senior secondary to higher education: A learning environment perspective

Motivational Patterns Related to Gifted Students' Learning of Mathematics, Science and English: An Examination of Gender Differences

Student resistance to ICT in education

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