Impact of a sustained Cooperative Learning intervention on student motivation
Impact of a sustained Cooperative Learning intervention on student motivation
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DOI：
10.1080/17408989.2015.1123238
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发表时间：
2017-01-01
影响因子：
3.6
通讯作者：
Santos, Luis
中科院分区：
文献类型：
--
作者：
Fernandez-Rio, Javier;Sanz, Naira;Santos, Luis
背景：合作学习是一种真正意义上的教学模式。此外，在最近的一项综述中，凯西和固特异报告说，它可以帮助体育促进四个基本的学习成果：身体，认知，社会和情感。目的：主要目标是调查持续的合作学习干预对学生动机的影响。第二个目标是评估学生对合作学习课堂气氛的看法。最后，第三个目的是探讨学生在经历了一段时间的体育合作学习后的感受和想法。参与者和设置：249名学生（8-11年级）和4名教师就读于4所不同的高中同意参加。各学校行政部门根据需要，给每位教师分配了几个班级。因此，完整的体育课在本研究项目中发挥了作用。他们被随机分配到一个有137名学生的实验组（平均年龄13.91 ± 1.76岁），连续3个合作学习单元，对照组112人（平均年龄13.411.25岁），在相同的时间内经历了传统的教学方法。研究设计：采用前测、后测、准实验、对照组设计。数据收集：在干预计划之前和结束时，所有参与的学生都被要求填写一份问卷，包括知觉动机气氛问卷中的知觉因果关系源量表和合作学习分量表。实验组的被试在实验结束后被要求描述你对体育教学中所经历的三个合作学习单元的感受、想法和想法。数据分析：定量数据采用SPSS22.0进行分析，定性数据采用MAXQDA 11进行分析。定量数据显示，增加了内在的动机和确定的监管，只有在实验组。这一组也增加了合作学习课堂气氛的看法。对学生在持续体验合作学习后的反应进行了定性数据分析，得出了五个主要主题：合作、关联、享受、新奇和失望。所有这些发现都符合Vallerand的动机层次模型，其中社会因素（即合作学习）影响心理中介（即相关性），这调解了不同类型的动机（即内在动机）并最终导致不同的结果（即享受）。持续应用合作学习可以增加最自我决定的动机类型，内在动机和确定的调节，在中等教育的学生。学生在长期体验合作学习后，对合作学习的看法反映出四种积极的观念：合作、关联、享受和新奇，而消极的观念：失望。在体育教学中实施合作学习，既要考虑积极因素，也要考虑消极因素，因为学生会亲身体验。
Background: Cooperative Learning has been recently defined as a true pedagogical model. Moreover, in a recent review Casey and Goodyear reported that it can help physical education promote the four basic learning outcomes: physical, cognitive, social and affective.Purpose: The main goal was to investigate the impact of a sustained Cooperative Learning intervention on student motivation. The second goal was to assess students' perceptions of the Cooperative Learning class climate. Finally, the third goal was to explore students' feelings and thoughts after experiencing Cooperative Learning in physical education for an extended period of time.Participants and settings: 249 students (grades 8-11) and 4 teachers enrolled in 4 different high schools agreed to participate. Each school administration allocated several class groups to each teacher based on its necessities. Therefore, intact physical education classes played a part in this research project. They were randomly distributed into an experimental group with 137 students (mean age 13.911.76 years), which experienced 3 consecutive cooperative learning units, and a comparison group with 112 students (mean age 13.411.25 years), which experienced a traditional teaching approach during the same length of time.Research design: A pre-test, post-test, quasi-experimental, comparison group design was followed.Data collection: Prior to and at the end of the intervention programme, all participating students were asked to complete a questionnaire, which included the Perceived Locus of Causality Scale and the subscale Cooperative Learning' of the Perceived Motivational Climate Questionnaire. At post-test, participants in the experimental group were also asked to: Describe your feelings, your thoughts and your ideas on the three Cooperative Learning units that you just experienced in physical education'.Data analysis: Quantitative data was analysed using SPSS 22.0, while MAXQDA 11 was used to assist with qualitative data management.Findings: Quantitative data showed an increase in intrinsic motivation and identified regulation only in the experimental group. This group also increased its perceptions of a Cooperative Learning class climate. Qualitative data analysis of the students' responses after experiencing Cooperative Learning on a sustained basis produced five major themes: cooperation, relatedness, enjoyment, novelty and disappointment. All these findings are in line with Vallerand's hierarchical model of motivation, where social factors (i.e. Cooperative Learning) influence psychological mediators (i.e. relatedness), which mediate over the different types of motivation (i.e. intrinsic motivation) and finally lead to different outcomes (i.e. enjoyment).Conclusion: Cooperative Learning applied on a sustained basis can increase the most self-determined types of motivation, intrinsic motivation and identified regulation, in secondary education students. Students' perceptions after experiencing Cooperative Learning for a long period of time reflected four positive ideas: cooperation, relatedness, enjoyment and novelty and a negative one: disappointment. Both the positive and the negative ideas should be considered when implementing Cooperative Learning in physical education, because students experience them.