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The Effect of Cooperative Learning: University Example

Year 2016, Volume: 16 Issue: 64, 0 - 0, 15.07.2016

Abstract

Problem Statement: Motivation is a significant component of success in education, and it is best achieved by constructivist learning methods, especially cooperative Learning (CL). CL is a popular method among primary and secondary schools, but it is rarely used in higher education due to the large numbers of students and time restrictions. The literature does not give much space to the use of CL and its motivational effects. This study aimed to fill this gap in the literature and practice. Purpose of the Study: This study sought to investigate the effects of CL on students’ motivation and student products at university level. Method: With an implementation of CL at a university, this study was performed with mixed-method techniques. Jigsaw and Team-GameTournament techniques were implemented in two sections of a selective course at a state university in Istanbul, Turkey to outline the motivational effects of CL on students between the ages of 18 and 25. To reach more satisfying results, a mixed methodology was used and pre- and postmotivation questionnaires were supported with document analysis of students’ products. Findings: The study showed that the university level is not a hazardous place to implement CL. On the contrary, it is a fruitful level to see positive motivational effects. Both the qualitative and quantitative data supported the positive effect of CL on students’ motivation and cooperative learning strategies. Conclusion and Recommendations: Based on the findings, it could be asserted that CL is effective on students’ motivation and cooperative learning strategies. Especially for students at faculties of education, the use of CL was rather generous in terms of their own learning. As their profession involves teaching how to learn, it is important that they know the specific path.Keywords: Cooperative Learning, motivation, teacher training, higher education. 

References

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Year 2016, Volume: 16 Issue: 64, 0 - 0, 15.07.2016

Abstract

References

  • Adu, E. O., & Galloway, G. (2015). The effects of cooperative learning on students’
  • economics achievement and attitude towards economics. Journal of Economics,
  • (1), 30-36.
  • Ahmadpanah, M., Soheili, S., Jahangard, L., Bajoghli, H., Haghighi, M., HolsboerTrachsler,
  • E., & Keikhavandi, S. (2014). Cooperative learning improves social
  • skills and knowledge of science topics in pre-adolescent children in
  • Iran. British Journal of Education, Society & Behavioural Science, 4(8), 1029-1037.
  • Altun, S. & Erden, M. (2007). Ogrenmede motive edici stratejiler olceginin gecerlik ve
  • guvenilirlik çalismasi. Edu7, 2(3), 1-16.
  • Artut, P. D., & Tarim, K. (2007). The effectiveness of Jigsaw II on prospective
  • elementary school teachers. Asia‐Pacific Journal of Teacher Education, 35(2), 129-
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  • functioning. Educational Psychologist, 28(2), 117-148.
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  • MA: Pearson.
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  • deseni SPSS uygulamalari ve yorum. Ankara: Pegem Academy.
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  • -12.
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  • from http://psychology.about.com/od/psychologytopics/tp/theories-ofmotivation.htm
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  • research. Thousand Oaks: SAGE Publications.
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  • -1534.
  • Dandy, K., & Bendersky, K. (2014). Student and faculty beliefs about learning in
  • higher education: Implications for teaching. International Journal of Teaching &
  • Learning in Higher Education, 26(3), 358-380.
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  • learning and teaching relate to their continuing professional development.
  • Teachers and Teaching, 20(3), 338-357.
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  • Social Psychology, 1(1), 416-433.
  • Deci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and education: The
  • self-determination perspective. Educational Psychologist, 26(3-4), 325-346.
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  • methods approach. Journal of Mixed Methods Research, 2(3), 270-283.
  • Deutsch, M. (1949). An experimental study of the effects of cooperation and
  • competition upon group process. Human relations, 2(3), 199-231.
  • Freiberger, V., Steinmayr, R., & Spinath, B. (2012). Competence beliefs and perceived
  • ability evaluations: How do they contribute to intrinsic motivation and
  • achievement?. Learning and Individual Differences, 22(4), 518-522.
  • Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., & Oliver, P. H. (2013).
  • Longitudinal pathways from math intrinsic motivation and achievement to
  • math course accomplishments and educational attainment. Journal of Research
  • on Educational Effectiveness, 6(1), 68-92.
  • Hancock, D. (2004). Cooperative learning and peer orientation effects on motivation
  • and achievement. The Journal of Educational Research, 97(3), 159-168.
  • Hatch, J. A. (2002). Doing qualitative research in education settings. New York: State
  • University of New York Press.
  • Hennessey, A., & Dionigi, R. A. (2013). Implementing cooperative learning in
  • Australian primary schools: Generalist teachers' perspectives. Issues in
  • Educational Research, 23(1), 52-68.
  • Jobs, S. (2005). The only way to do great work is to love what you do. Retrieved from
  • https://www.youtube.com/watch?v=odEfLZ9HMZ8
  • John, K. K., & Ng’eno, J. K. (2014). Effects of cooperative mastery learning approach
  • on students’ motivation to learn chemistry by gender. Journal of Education and
  • Practice, 5(8), 91-97.
  • Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning in 21st century. Anales
  • de Psicología, 30(3), 841-851.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research
  • paradigm whose time has come. Educational researcher, 33(7), 14-26.
  • Karacop, A., Doymus, K., Dogan, A., & Koc, Y. (2009). Ogrencilerin akademik
  • basarilarina bilgisayar bnimasyonlari ve jigsaw tekniginin etkisi. Gazi Egitim
  • Fakultesi Dergisi, 29(1), 211-235.
  • Keramati, M. (2010). Effect of cooperative learning on academic achievement of
  • physics course. Journal of Computers in Mathematics and Science Teaching, 29(2),
  • -173.
  • Klauda, S. L., & Guthrie, J. T. (2015). Comparing relations of motivation, engagement,
  • and achievement among struggling and advanced adolescent readers. Reading
  • and Writing, 28(2), 239-269.
  • Koutselini, M. (2008). Teacher misconceptions and understanding of cooperative
  • learning: An intervention study. The Journal of Classroom Interaction, 43(2) 34-
  • Kus, M., Filiz, E., & Altun, S. (2014). Teacher and student thoughts on effectiveness of
  • cooperative learning in geography teaching. Educational Research and
  • Reviews, 9(11), 312-319.
  • Lee, W. & Reeve, J. (2012). Teachers' estimates of their students' motivation and
  • engagement: Being in synch with students. Educational Psychology, 32(6), 727-
  • Lei, S. A. (2010). Intrinsic and extrinsic motivation: Evaluating benefits and
  • drawbacks from college instructors' perspectives. Journal of Instructional
  • Psychology, 37(2), 153.
  • Lewin, K. (1947). Frontiers in group dynamics II. Channels of group life; social
  • planning and action research. Human relations, 1(2), 143-153.
  • Martin, A. J. (2012). High school motivation and engagement: Gender and age
  • effects. Online Submission, 1-7. Retrieved from
  • http://files.eric.ed.gov/fulltext/ED532692.pdf
  • Martin, A. J., Yu, K., & Hau, K. T. (2014). Motivation and engagement in the ‘Asian
  • Century’: a comparison of Chinese students in Australia, Hong Kong, and
  • Mainland China. Educational Psychology, 34(4), 417-439.
  • Martin, M. R., & Pickett, M. T. (2013). The effects of differentiated instruction on
  • motivation and engagement in fifth-grade gifted math and music students.
  • Online Submission, Master of Arts Action Research Project, Saint Xavier
  • University, 1-92. Retrieved from
  • http://files.eric.ed.gov/fulltext/ED541341.pdf
  • Maslow, A., & Herzeberg, A. (1954). Hierarchy of needs. AH Maslow. ea., Motivation
  • and Personality. Harper, New York.
  • Nakiboglu, C. (2001). Maddenin yapisi unitesinin isbirlikli ogrenme yontemi
  • kullanilarak kimya ögretmen adaylarina ogretilmesinin ogrenci basarisina
  • etkisi. Gazi Egitim Fakultesi Dergisi, 21(3), 131-143.
  • Nichols, J. D., & Hall, N. (1996). The effects of cooperative learning on student
  • achievement and motivation in a high school geometry class. Contemporary
  • Education, 21(1), 467-476.
  • Nichols, J. D., & Miller, R. B. (1994). Cooperative learning and student
  • motivation. Contemporary Educational Psychology, 19(2), 167-178.
  • Ning, H., & Hornby, G. (2014). The impact of cooperative learning on tertiary EFL
  • learners’ motivation. Educational Review, 66(1), 108-124.
  • Obenland, C. A., Munson, A. H., & Hutchinson, J. S. (2012). Silent students'
  • participation in a large active learning science classroom. Journal of College
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There are 215 citations in total.

Details

Journal Section Articles
Authors

Busra Tombak

Sertel Altun

Publication Date July 15, 2016
Published in Issue Year 2016 Volume: 16 Issue: 64

Cite

APA Tombak, B., & Altun, S. (2016). The Effect of Cooperative Learning: University Example. Eurasian Journal of Educational Research, 16(64).
AMA Tombak B, Altun S. The Effect of Cooperative Learning: University Example. Eurasian Journal of Educational Research. October 2016;16(64).
Chicago Tombak, Busra, and Sertel Altun. “The Effect of Cooperative Learning: University Example”. Eurasian Journal of Educational Research 16, no. 64 (October 2016).
EndNote Tombak B, Altun S (October 1, 2016) The Effect of Cooperative Learning: University Example. Eurasian Journal of Educational Research 16 64
IEEE B. Tombak and S. Altun, “The Effect of Cooperative Learning: University Example”, Eurasian Journal of Educational Research, vol. 16, no. 64, 2016.
ISNAD Tombak, Busra - Altun, Sertel. “The Effect of Cooperative Learning: University Example”. Eurasian Journal of Educational Research 16/64 (October 2016).
JAMA Tombak B, Altun S. The Effect of Cooperative Learning: University Example. Eurasian Journal of Educational Research. 2016;16.
MLA Tombak, Busra and Sertel Altun. “The Effect of Cooperative Learning: University Example”. Eurasian Journal of Educational Research, vol. 16, no. 64, 2016.
Vancouver Tombak B, Altun S. The Effect of Cooperative Learning: University Example. Eurasian Journal of Educational Research. 2016;16(64).