The concept-specific effects of cooperative learning in an introductory engineering mechanics dynamics course

Arena, Sara L.; Davis, Junior

doi:10.1080/14703297.2020.1777886

Cited by 2 publications

(3 citation statements)

References 13 publications

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“…Armstrong and colleagues [29] implemented CL in certain introductory biology courses and found improvements in performance on major exams and in-class activities, and on both conceptual and recall items, compared to business-as-usual control classes (see also [30]). Similar results were found for students' final grades following optional CL activities in an introductory engineering course [31]. Further, meta-analytic reviews have consistently shown medium to large effects of CL on university students' achievement in general and organic chemistry [32] and introductory statistics courses [33].…”

Section: Evidence For Performance and Learning Gainssupporting

confidence: 65%

“…Third, and paradoxically, some CL studies have not used valid measures of learning, which may also obscure any differences by group ability (though see [16] for evidence from active learning research]. Many STEM CL studies operationalize achievement via assessments of performance (e.g., exam scores or end-of-course grades; [30,31]). These performance measures do not necessarily imply long-term changes in learning.…”

Section: Does Group Composition Matter?mentioning

confidence: 99%

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

Mesghina

2024

Instructional Strategies for Active Learning [Working Title]

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Providing quality undergraduate STEM instruction in the twenty-first century is both a national priority and a continued pedagogical challenge. Over half a century of research has endorsed the use of cooperative learning–a form of active learning whereby small groups of students work interdependently in order to maximize all students’ learning–over didactic or competitive instructional designs that are typical of undergraduate STEM teaching. In this chapter, I review the evidence for cooperative learning in undergraduate STEM learning contexts alongside a discussion of key questions in cooperative learning research. Chiefly, it remains unclear whether students must be grouped homogeneously (all similar ability levels) or heterogeneously (mixed abilities) to produce achievement gains. Towards this question, I review key methodological considerations of the extant literature (conflation of performance and learning measures) and relatively underconsidered outcomes of cooperative learning (students’ metacognitive and social-affective changes) that are related to achievement in cooperative settings. Finally, I summarize results from a recent experiment conducted by my team that addresses these questions in an undergraduate introductory statistics context. I conclude the chapter with suggestions for classroom implementation and a call for future directions.

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Section: Evidence For Performance and Learning Gainssupporting

confidence: 65%

Section: Does Group Composition Matter?mentioning

confidence: 99%

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

Mesghina

2024

Instructional Strategies for Active Learning [Working Title]

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“…Cooperative learning can promote deep learning by encouraging interaction and diversity of perspectives among students. Thus, compared to traditional, competitive, and individualistic approaches, cooperative learning has significantly positively impacted student achievement and learning perceptions that lead to improvements in students' academic and moral cognition (Arena & Davis, 2021). Scientists agree on the five elements developed by Johnson & Johnson (1994), as shown in Figure 4.…”

Section: Running On the Right Trackmentioning

confidence: 85%

The Effect of TGT Model on Student Cognitive Learning Outcomes: The Concept of Relay Running

Fenanlampir

2021

AIJP

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TGT cooperative type learning, as a game-based learning methodology, provides opportunities for students to develop skills in group interactions in small groups and work together with others. The world of learning today needs phenomena like this. This study aimed to determine the effect of the TGT cooperative type learning model on students' cognitive learning outcomes on the topic of relay running. This quantitative study was a quasi-experimental pretest-posttest design. The samples involved were 70 students from two different experimental and control classes. The data collection instrument in this study was 10 essay test questions validated and tested. The results showed an effect of the TGT cooperative type learning model on students' cognitive learning outcomes. The achievement test score for the TGT group was 81.67, while the control group was 75.75. It implies that the TGT group performed superior in cognitive learning outcomes when compared to the control group. Thus, it is concluded that the TGT cooperative type learning model can be recommended in improving students' cognitive learning outcomes on the concept of relay running.

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The concept-specific effects of cooperative learning in an introductory engineering mechanics dynamics course

Cited by 2 publications

References 13 publications

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

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

The Effect of TGT Model on Student Cognitive Learning Outcomes: The Concept of Relay Running

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