Validation of the Cooperative Learning Scale and Cooperation Global Factor Using Bifactor Structural Equation Modelling

Fernández-Río, Javier; Cecchini, José A.; Morgan, Kevin; Méndez–Giménez, Antonio; Lloyd, Rhys

doi:10.5093/psed2021a2

Cited by 6 publications

(10 citation statements)

References 26 publications

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“…The first domain of learning and instruction includes the constructs of cooperative learning (Fernandez-Rio et al, 2022 ) and instructional quality (Scherer et al, 2016 ).…”

Section: Resultsmentioning

confidence: 99%

Bifactor exploratory structural equation modeling: A meta-analytic review of model fit

Gegenfurtner

2022

Front. Psychol.

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Multivariate behavioral research often focuses on latent constructs—such as motivation, self-concept, or wellbeing—that cannot be directly observed. Typically, these latent constructs are measured with items in standardized instruments. To test the factorial structure and multidimensionality of latent constructs in educational and psychological research, Morin et al. (2016a) proposed bifactor exploratory structural equation modeling (B-ESEM). This meta-analytic review (158 studies, k = 308, N = 778,624) aimed to estimate the extent to which B-ESEM model fit differs from other model representations, including confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), hierarchical CFA, hierarchical ESEM, and bifactor-CFA. The study domains included learning and instruction, motivation and emotion, self and identity, depression and wellbeing, and interpersonal relations. The meta-analyzed fit indices were the χ2/df ratio, the comparative fit index (CFI), the Tucker-Lewis index (TLI), the root mean square error of approximation (RMSEA), and the standardized root mean squared residual (SRMR). The findings of this meta-analytic review indicate that the B-ESEM model fit is superior to the fit of reference models. Furthermore, the results suggest that model fit is sensitive to sample size, item number, and the number of specific and general factors in a model.

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“…The first domain of learning and instruction includes the constructs of cooperative learning (Fernandez-Rio et al, 2022 ) and instructional quality (Scherer et al, 2016 ).…”

Section: Resultsmentioning

confidence: 99%

Bifactor exploratory structural equation modeling: A meta-analytic review of model fit

Gegenfurtner

2022

Front. Psychol.

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“…The Spanish Validated Cooperative Learning Questionnaire (Fernández-Rio et al, 2022) was used. It includes 20 items grouped into five subscales: interpersonal skills (e.g.…”

Section: Methodsmentioning

confidence: 99%

“…Following Hastie and Casey (2014), it is extremely important to assess the fidelity of any intervention when implementing pedagogical models. In the present study, the Spanish Validated Cooperative Learning Questionnaire (Fernandez-Rio et al, 2022), adapted to the context of the Acrosport learning unit, was used. After session five, students participating in the experimental group responded to the different items, taking into consideration the physical education class they were participating in.…”

Section: Methodsmentioning

confidence: 99%

High- versus low-structured cooperative learning in secondary physical education: Impact on prosocial behaviours at different ages

García-González

Santed

Pérez

et al. 2022

European Physical Education Review

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Despite the research exploring the benefits of using cooperative learning in secondary physical education, several research gaps still remain, namely, limited research on its effects on prosocial behaviours, the impact on adolescents as they grow up, and the lack of assessment of differently structured cooperative learning frameworks. The goal of this study was to compare high- versus low-structured cooperative learning frameworks and assess their impact on adolescents’ prosocial behaviours at different ages. The study followed a quasi-experimental pre-test–post-test design. Two hundred and eighty-six students (150 girls) participated and were distributed into four groups: Control 1 (year-8 students), Control 2 (year-10 students), Experimental 1 (year-9 students) and Experimental 2 (year-11 students). All groups experienced the same Acrosport unit, but the control groups were within a low-structured cooperative learning context and the experimental groups were within a high-structured cooperative learning framework. Cooperative learning and prosocial behaviours were measured before and after the intervention. Results showed that students who experienced a high-structured framework at a younger age significantly increased their scores on the five variables that mediate the effectiveness of cooperative learning, and their prosocial behaviours. The older the adolescents, the fewer the changes in cooperative learning, and with no changes in prosocial behaviours. Students who experienced a low-structured framework did not improve their cooperative learning and decreased their empathy, social relations, and leadership at younger ages. In conclusion, cooperative learning must be properly structured to produce a positive impact using heterogeneous working groups, teachers’ feedback and shared regulation. However, older adolescents need specifically designed cooperative learning contexts with longer learning units.

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“…Promotive interaction, also called face-to-face interaction, is when students directly engage in discussion and dialogue with each other either face-toface literally, over the phone, by Zoom, WhatsApp, Google Classroom, Skype and other social media platforms (Long-Crowell, 2021). A study by Fernandez-Rio et al (2021) found that the success of CL depends on opportunities that allow students to directly share ideas and learn from each other. In their study, Algani and Alhaija (2021) found that face-to-face opportunities that allow students to engage each other in dialogue and discussion is critical for knowledge sharing and the effective implementation of CL.…”

Section: Promotive Interactionmentioning

confidence: 99%

“…This is especially due to the fact that most students in universities are used to be taught using the lecture method which relegates all the students to being passive participants in their lecturers. Five conditions are critical for the successful implementation of CL and these are positive interdependence (PDI), promotive interaction (PI) also called face-to-face interaction, individual and group accountability (IGA), social and interpersonal skills (SS) and group processing (GP) (Fernandez-Rio et al, 2021;Algani and Alhaija, 2021;Volkova et al, 2020).…”

Section: Dimensions Of Cooperative Learningmentioning

confidence: 99%

Antecedents and consequences of effective implementation of cooperative learning in universities in Zimbabwe

Rudhumbu

2022

JRIT

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PurposeCreating suitable learning conditions in university classrooms continues to be a topical issue in higher education. The above means that a continued search for innovative teaching and learning strategies in universities remains a priority issue. The study therefore investigated conditions that facilitate the effective implementation of cooperative learning (CL) as well as how CL influences the academic performance of students in universities in Zimbabwe.Design/methodology/approachThe research adopted a quantitative research approach located in the descriptive research design. A sample of 341 undergraduate students selected using a simple random sampling strategy from a sample frame of 701 undergraduate students participated in the study. The study first used a pre-test and later, a post-test to determine the initial and end of semester (EOS) academic performance levels of students, respectively, on a Calculus 1 course. A self-constructed structured questionnaire was also used for data collection on the views of students towards the use of CL with particular reference to the 5 dimensions of positive interdependence (PDI), promotive interaction (PI), individual and group accountability (IGA), social and interpersonal skills (SS) and group processing (GP). The questionnaire was validated using confirmatory factor analysis. Structural equation modelling was used to test proposed relationships. A total of 341 questionnaires were administered through an email survey. Of the total, 149 completed questionnaires were received from the students, giving a return rate of 43.7%.FindingsThe results showed that positive interdependence, promotive interaction, social and interpersonal skills, individual and group accountability as well as group processing were important antecedents to the effective implementation of CL in universities. The results further showed that CL plays a significant role in improving the academic performance of university students; hence, academic performance was viewed as a significant consequence of CL.Research limitations/implicationsThis is the first study on the application of CL to enhance the academic performance of university students in the context of Zimbabwe. As a result, caution should be exercised when generalising the results as more studies to either confirm or disconfirm these results in the context of Zimbabwe may still be required.Practical implicationsThese results have implications on policy and practice with regards to active teaching strategies in universities. With regards to practice, the results demonstrated that the use of group activities that allow students to share knowledge and support each other while the teacher plays a facilitating role is important for enhancing students' academic performance. With regards to policy, the results showed that universities can enhance the academic performance of students if policies that promote student-centered teaching and learning approaches to ensure that teaching in universities is more student-led than lecturer-led are developed.Originality/valueWhile many studies have been conducted in other contexts, to establish the influence of CL on the academic performance of university students, there is no known study on the influence of CL that has been conducted in the context of Zimbabwean universities. The results of this study therefore are an eye opener on the role of CL in enhancing the academic performance of students in Zimbabwean universities.

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Validation of the Cooperative Learning Scale and Cooperation Global Factor Using Bifactor Structural Equation Modelling

Cited by 6 publications

References 26 publications

Bifactor exploratory structural equation modeling: A meta-analytic review of model fit

Bifactor exploratory structural equation modeling: A meta-analytic review of model fit

High- versus low-structured cooperative learning in secondary physical education: Impact on prosocial behaviours at different ages

Antecedents and consequences of effective implementation of cooperative learning in universities in Zimbabwe

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