The Effect of Collaborative Learning on Academic Motivation

Abstract

This paper explores the effect of collaborative learning on academic motivation among students from 17 institutions throughout the United States. Even in the presence of a wide array of potential confounders, collaborative learning exerted a statistically significant and positive influence on students’ academic motivation levels across four years of undergraduate education. Tests for the presence of interaction effects suggest that the relationship between collaborative learning and academic motivation is similar for all students, regardless of racial or ethnic background.

Blueprints to Accelerate the Student’s Academic Motivation and Engagement in Health Education

“…Students' academic motivation in health education may be accelerated by using interdependent, collaborative student teams and student-centered instruction, according to the research. This is in line with a recent result by Loes [11], who claimed that the favorable association between collaborative learning and academic motivation is the same for all students regardless of race or ethnicity. Positive competition and praising hard-working students' academic achievements would boost students' academic motivation in health education.…”

“…In all, items 11, 13, 14, 15, 16, 17, 19, and 20 with mean scores of 3.03, 3.50, 2.83, 3.00, 3.36, 3.70, 3.30, and 3.56 corresponding to standard deviations of 0.87, 0.88, 1.13, 1.06, 0.84, 0.69, 0.78, and 0.84 were, respectively, accepted by public school teachers, whereas items 12 and 18 with mean scores of 1.73 and 1.53 corresponding to standard deviations of 0.96 and 0.76 were rejected. In the case of private schools, items 11,12,13,14,15,16,17,18, and 20 with mean scores of 2.87, 3.63, 3.00, 2.68, 2.81, 3.06, 3.00, 2.94, and 3.37 corresponding to standard deviations of 1.05, 0.85, 1.00, 1.40, 1.13, 0.89, 0.93, 1.14, and 1.05 were accepted, while item 19 with a mean score of 2.37 corresponding to a standard deviation of 1.11 was rejected.…”

“…Academic engagement is said to be an important academic outcome in and of itself because it improves performance and validates positive expectations about academic abilities, as well as a good predictor of children's long-term academic achievement [9]. Many scholars have focused on student motivation and academic engagement to enhance students' classroom performance [11,14,16]. Encouraging children to learn in school is a major worry for educators today, and motivating students to succeed in school is one of the century's most difficult challenges.…”

Blueprints to Accelerate the Student's Academic Motivation and Engagement in Health Education

“…According to the research, students' academic motivation in health education may be accelerated by using interdependent collaborative student teams and student-centered instruction. This is in line with the recent result by Loes (2022). They claimed that the favorable association between cooperative learning and academic motivation is the same for all students regardless of race or ethnicity.…”

“…Academic engagement is an essential academic outcome in and of itself because it improves performance, validates positive expectations about academic abilities, and is a good predictor of children's long-term academic achievement (Lei et al, 2018). Many scholars have focused on student motivation and academic engagement to enhance students' performance in the classroom (Loes, 2022;Saleh et al, 2021;Perkmann et al, 2021). Encouraging children to learn in school is a significant worry for educators today, and motivating students to succeed in school is one of the century's most complex challenges.…”