Interdependence between Perceived Cooperative Learning, Sense of Belonging, and Generic Skills in Undergraduate STEM Education

Abstract

The development of sense of belonging and generic skills may be considered important to succeed in higher education and in life and may be enhanced through student group work. For group work to succeed, Social Interdependence Theory and Cooperative Learning suggest that group members need to be positively interdependent. In the present study we conducted a cross-sectional survey in a sample of 401 students in undergraduate Science, Technology, Engineering, and Mathematics education in Norway mapping the students’ perceptions of cooperative learning, sense of belonging and generic skills. By means of Pearson bivariate correlation analyses and standard multiple regression analyses, we found that 1) Cooperative Learning was positively associated with the development of both sense of belonging and generic skills, 2) Sense of belonging and generic skills were positively interrelated, and 3) Interaction was the cooperative learning principle contributing most to the association with both sense of belonging and generic skills.

More than a Score: Metacognitive and Social-Affective Benefits of Cooperative Learning in STEM Classrooms

“…CL activities differ substantially from the competitive and individualistic structures of typical STEM courses, predicting greater perceived social support and greater interpersonal attraction among undergraduates [21]. Increased belongingness has been associated with active learning interventions generally [82,83] and in undergraduate STEM CL contexts specifically [84][85][86]. Here, undergraduates have reported increased belongingness in algebra, physics, biology, chemistry, geology, and engineering courses incorporating CL activities for the duration of an academic term [84][85][86].…”

“…Increased belongingness has been associated with active learning interventions generally [82,83] and in undergraduate STEM CL contexts specifically [84][85][86]. Here, undergraduates have reported increased belongingness in algebra, physics, biology, chemistry, geology, and engineering courses incorporating CL activities for the duration of an academic term [84][85][86].…”

Cooperative Learning in Oceanography

“…From Møgelvang (2023) Academic Controversy: Groups of four are divided into pairs and each pair given a pro or con position on a controversial subject. The pairs prepare supporting arguments, present their positions, and criticize opposing positions before changing sides and repeating the steps.…”

“…Finally, it is essential to consider group duration. Research shows that when groups last at least a month, group members become increasingly and positively dependent on each other, and it becomes increasingly difficult to not contribute (Møgelvang, 2023).…”

“…The challenges of recruitment, retention, and learning outcomes in STEM higher education call for learning environments that promote student belonging and belief in their own abilities (Møgelvang, 2023). Cooperative learning (CL) is a type of group learning associated with increased learning and more "soft" student outcomes such as increased sense of belonging, scientific confidence, and generic skills (Møgelvang et al, 2023).…”