Cooperative Learning: A Systematic Review of the Economy Subject in the Curriculum of Secondary Education

Year 2020, , 83 - 86, 01.01.2020

Mercedes Morera-fernandez Aram Morera-mesa Armando L. Morerafumero

https://doi.org/10.24331/ijere.666581

Abstract

Cooperative learning (CL) has been applied to different subjects in different educational levels.
Economy as a subject has been introduced recently in the curriculum of secondary schools compared
to other classical subjects such as mathematics or literature. The aim of this research is to
systematically review the application of CL in the teaching of economy in secondary education.
Methods: a search in the Web of Science (WOS), Scopus and EBSCOhost (Academic Search
Complete, Business Source Ultimate, EconLit with full text, ERIC, Library, information science &
technology abstract, PsycArticles, PsycInfo) was carried out from database inception to December
1st, 2019. The query for the search was as follows: “secondary school or secondary education” AND
“cooperative learning or collaborative learning” AND “economy or finances or business”. As
secondary sources of bibliography, we used the reference list from the selected articles. Results: A
total of 428 documents were retrieved from the databases searches. One paper was retrieved from
the secondary sources. EBSCOhost was the database that elicited most documents, 325 against the 29
documents that were retrieved from Scopus and the 74 documents retrieved from WOS. A total of 48
duplicates were elicited from the three databases. After removing the duplicates 380 document were
scrutinized to look for eligibility. No single paper met the criteria except for the paper found through
the secondary sources. Conclusion: Despite of the importance of the subject of economy in the
curriculum of secondary education, only one empirical paper was found in our review. Future
research on this topic should try to fill this gap

Keywords

Collaborative learning, cooperative learning, secondary education

References

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