Effects of Cooperative Versus Individual Study on Learning and Motivation After Reward-Removal

Abstract

Rewards are frequently used in classrooms and recommended as a key component of well-researched methods of cooperative learning (e.g., Slavin, 1995). While many studies of cooperative learning find beneficial effects of rewards, many studies of individuals find negative effects (e.g., Deci, Koestner, & Ryan, 1999;Lepper, 1988). This may be because the effects of reward-removal are not typically assessed in studies of cooperative learning whereas they typically are in studies of individuals. Alternatively, rewards and their removal might function differently for groups than individuals. The present study tested the hypothesis that groups would show less detrimental effects of reward-removal than individuals. Results showed a significant interaction where dyads increased their performance after reward-removal, while individuals showed a decrease on difficult transfer questions.

Collaborative Learning in Higher Education: Evoking Positive Interdependence

“…They concluded that the reward structure did direct students’ motivation toward final grades, while the task still aroused the interest of the students. In contrast, Sears and Pai (2012) found that rewards were not crucial factors affecting group behavior. Their study showed that groups continued to work even after the reward was removed, whereas the efforts of students working individually decreased after the reward was removed.…”

The Impact of a Cooperative Learning Program on the Academ-ic Achievement in Mathematics and Language in Fourth Grade Students and its Relation to Cognitive Style

“…Regarding academic achievement, research has shown some advantages in cooperative learning when it's compared to competitive and individualistic learning (Ahmad & Mahmood, 2010;Herman, 2013;Johnson et al, 2014;Ning & Hornby, 2014;Pons, Prieto, Lomeli, Bermejo, & Bulut, 2014;Sears & Pai, 2012). Also, research has demonstrated advantages in some specific areas such as reading comprehension (Khan & Ahmad, 2014;Zuo, 2011), writing (AbdelWahab Mahmoud, 2014, Biology (Muraya & Kimano, 2011) and Mathematics (Lavasani & Khandan, 2011).…”

Using humorous images to lighten the learning experience through questioning in class

“…One of the features that distinguishes visual rewards from other rewards is they can not only entice students to increase performance, but can also positively affect learners’ affective states (eg, sense of confidence) (Nittono et al , ). The other feature of using funny images as rewards is that it is given to groups rather than individuals, and Sears and Pai () demonstrated that this promotes a greater degree of knowledge sharing and group cohesiveness. The teacher involved in all of the studies reported in this paper also observed this phenomenon, ie, that students expressed their intention to help their peers learn the course materials so that the class as a whole could be rewarded with a funny image.…”