Co-operative learning in a university setting: Evidence for the importance of learned resourcefulness

Abstract

ABSTRACT We examined the effects of individual learning (group A), co-operative learning (group B), co-operative learning with instruction (group C), and non-attendance (group D) on achievement in an introductory psychology course for 72 university students. The effect of learned resourcefulness on workshop attendance also was examined, as previous research has shown that people possessing low resourcefulness scores are more likely to drop out of programmes promoting academic achievement. Participants completed Rosenbaum's Self-Control Schedule (SCS) measuring learned resourcefulness skills prior to group assignment and the Co-operative Learning Questionnaire (CLQ) assessing the use of group processing skills at the 3-week follow up. At different times, groups A, B, and C attended a workshop on academic self-management skills. These groups were asked to use the self-management skills described to help them prepare for the forthcoming test in psychology. Groups B and C members selected a partner to study w...