The Impact of Cooperative Learning on University Students’ Academic Goals

Abstract

Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken via self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills (learning goals). In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students’ learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning.

Applying active learning by contextualizing robotic applications to historical heritage

“…Additionally, this learning method increases students' motivation [51,89,99]. Its application in universities not only endorses these improvements [24,65,109] but also fosters a context of respect and collaboration in terms of gender experience [13]. • Discovery learning is a process based on constructivism [3,48] which focuses on figuring out concepts through a series of data or information obtained through observation or experimentation [35,44].…”

“…Additionally, this learning method increases students' motivation [51, 89, 99]. Its application in universities not only endorses these improvements [24, 65, 109] but also fosters a context of respect and collaboration in terms of gender experience [13].…”

Impactful Cooperative Learning and Academic Achievement of Mathematics Students

“…These emotions do not have gender differences and may equally engage them in learning (Qin, et al, 2020). This technique is found to encourage students' interpersonal skills and motivates them towards the learning process, which also impacts the attainment of a series of academic targets (Mendo-Lázaro, et al, 2022). The application of cooperative technique brings significant changes to improve students' results (Wu & Tao, 2022).…”

Diffusion Innovation Behavior Student in Waste Management Schools on Small Islands

“…In school communities, to achieve certain educational targets, cooperation and coordination must be fostered between school principals, teachers and other functional staff, school committees (parents, teachers and community elements), and students. Students are the main recipients of educational services or behavior targets, while others are service providers or behavior developers (Đurišić & Bunijevac, 2017;Sunaengsih et al, 2019, . Efforts to achieve optimal learning outcomes require good interaction and cooperation based on causes, motivation and goals to be achieved and ultimately determine human behavior (Herpratiwi & Tohir, 2022;Mendo-Lázaro et al, 2022;Shen & Wang, 2022;Syamsuddin, 2021;Vantamay, 2018). This causes interactions that have mutual impacts, such as helping each other, exchanging information, providing input, or even creating behavior that hinders each other or creates conflict.…”