Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages

Ángel Pérez-Pueyo,Javier Fernández-Río,David Hortigüela Alcalá,Alejandra Hernando Garijo

doi:10.3390/su11247005

Ángel Pérez-Pueyo, Javier Fernández-Río + Show 2 more

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https://doi.org/10.3390/su11247005

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Abstract

The goal of the study was to contrast the effects that a Cooperative Learning implementation in Physical Education can produce in two different Educational stages: Primary and Secondary Education. A total of 179 students agreed to participate: 96 (44 boys, 52 girls) were enrolled in four Year 7 Primary Education groups (11.37 ± 0.89 years) and 83 students (38 boys, 45 girls) were enrolled in three Year 11 Secondary Education groups (15.42 ± 1.12 years). Convenience sampling was used. All groups experienced three consecutive learning units (23 sessions). At post-test, motivation increased significantly in the two groups (p = 0.031, p = 0.029), while social interaction only in the Secondary Education group (p = 0.024), and a significant difference between groups was also obtained in the post-test (p = 0.034). All effect sizes exceed the value of 0.87, which is considered large. Qualitative data showed that the teacher highlighted the importance of cooperation in Physical Education in order to promote respect for others and joint thinking in Primary Education.

Highlights

Cooperative learning has been described as “one large step beyond just learning next to one another to learning with, by, and for each other” [1]
Regarding pre-post comparison, motivation increased significantly in the two groups (p = 0.031, p = 0.029), while social interaction only in the Secondary Education group (p = 0.024), and a significant difference between groups was obtained in the post-test (p = 0.034)
The main contribution of the present investigation has been to compare the effects of a long-term implementation of a cooperative learning program in Physical Education on students of two different educational stages: Primary and Secondary

Summary

Introduction

Cooperative learning has been described as “one large step beyond just learning next to one another to learning with, by, and for each other” [1]. Some of the reasons for this success have been: (a) high teacher training from teacher innovation centers, (b) great dissemination of educational experiences based on this approach, and (c) publication of resources with specific strategies [8] This methodological approach has helped teachers try to improve the classroom climate and make learning more appealing [9]. Some studies have shown the initial rejection that Physical Education teachers face when they try to introduce cooperative learning in their classes [12] The changes that this instructional approach involve are not integrated by many students, who are used to a Physical Education class where dialogue and group work are not relevant [13]. That is why some individualistic, high-skilled students reject cooperative learning: it requires different social connections, and they are not ready for them

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