The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention

Abstract

This experimental study investigated the effects of cooperative learning on the achievement and knowledge retention of 110 first-year primary education students toward the psychology subject over the eight weeks of instruction at An Giang University. These tertiary students were divided into two matched groups of 55 to be taught by the same lecturer. In the experimental group, cooperative learning was employed, while in the control group, lecture-based teaching was used. The results showed that after approximately 8 weeks students who were instructed using cooperative learning achieved significantly higher scores on the achievement and knowledge retention postteststhan did students who were instructed using lecture-based teaching. The study supports the effectiveness of cooperative learning in Vietnamese higher education.

The Seven Steps of Project Based Learning Model to Enhance Productive Competences of Vocational Students

“…The cooperation based learning-teaching environment of the study provided cooperative learning environment, supported permanent learning, provided opportunities to be successful, contributed to the development of social and personal skills, but caused students to worry as it requires students to be successful at all stages [16]. Cooperative learning stimulated cognitive activities, promoted higher levels of achievement and knowledge retention [17]. In this study we developed learning model as an instructional media.…”

Learning Styles and Motivations for Practicing English as a Foreign Language: A Case Study of Role-play in Two Ecuadorian Universities

“…His work contributed to the group of learners' oral production improvement, stimulation, and motivation for learning the foreign language in more friendly and enjoyable ways. Tran, et al (2014) conducted an 8-week study to assess the influence of collaborative learning on 110 primary education students' knowledge retention. Tran found that participants who participated in the RP practices (intervention group) obtained significantly higher scores on the post-test scores than the other learners (control group).…”

“…Zambrano and Valverde (2013) proposed RP as a key educational strategy for strengthening learners' English communicational skills, convinced of "Role-play offers social opportunities to learn a language" (Rojas, 2017, p. 22). Finally, RP exposes the learner to a complex balance (Tran, 2014;Lee, 2014) which includes their personality, learning styles, and motivation for learning (Cevallos, Intriago, Villafuerte, Molina and Ortega, 2017; East, 2017).…”

Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

“…A series of research studies have found an important relationship between the higher cognitive and affective outcomes and cooperative learning approaches (Doymus, Karacop & Simsek, 2010;D. Johnson & R. Johnson, 2005;Okur & Doymus, 2012;Sharan, 2014;Tran & Lewis, 2012a;Tran & Lewis, 2012b;Tran, 2014;Zacharia et al, 2011). When does it make sense to study together with another person?…”