Cooperative learning raised expectancy-component motivation (control of learning beliefs, self-efficacy for learning and performance) more than lecture-based teaching¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group scored significantly higher than the control group on control of learning beliefs and self-confidence and belief for learning and performance at post-test. → Tran 2019

Evidence¶

Tran 2019¶

Van Dat Tran. (2019). Does Cooperative Learning Increase Students' Motivation in Learning? International Journal of Higher Education, 8(5), 12. https://doi.org/10.5430/ijhe.v8n5p12

q2 · i? · causal · r1

Post-test independent t-tests (n = 36 per group) on expectancy components: control of learning beliefs t = 3.34, p = .046; self-confidence and belief for learning and performance t = 4.01, p = .021, both favouring the cooperative learning group. No effect sizes are printed.

"Control of learning beliefs 4.47 .51 4.03 .52 3.34 .046* Self-confidence and belief for learning and performance 4.51 .58 4.07 .56 4.01 .021*"

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Cooperative learning raised value-component motivation (intrinsic goal orientation, extrinsic goal orientation, task value) more than lecture-based teaching — related
• Experimental and control groups were equivalent at pre-test on all motivation dimensions except test anxiety — related
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• Within the public-school experimental group, internal goal orientation and self-efficacy increased from pre-test to post-test — related
• Mind-map task planning raises pre-service teachers' intrinsic goal orientation and self-efficacy more than direct task completion — related
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• Cooperative learning reduced test anxiety relative to lecture-based teaching — related
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