Cooperative learning produced significantly higher overall learning motivation than lecture-based teaching in a nine-week Vietnamese higher education course¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught with cooperative learning showed significantly higher post-test motivation than students taught with lecture-based teaching. → 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 · r2

A pre-test–post-test non-equivalent comparison-group quasi-experiment with 72 second-year students (two intact classes of 36, same lecturer, same content and time). Independent-samples t-tests on post-test scores found significant differences favouring the experimental group on the motivational components; no effect sizes are printed.

"However, the t -test analyses on the post -test scores delivered findings of significant differen ces between the experimental group and the control group on the motivational components (Table 3)."

Discussion¶

Related Claims¶

• Cooperative learning raised expectancy-component motivation (control of learning beliefs, self-efficacy for learning and performance) more than lecture-based teaching — related
• Group learning produced significantly higher mathematics achievement than conventional teaching among rural grade-nine students after a 15-week intervention — related
• Eighth-standard students taught mathematics through cooperative learning achieved higher gain scores than control-group students taught by lecture method — related
• Cooperative learning produced significantly higher gain scores than lecture teaching for each of the knowledge, understanding and application objectives — related
• Cooperative learning reduced test anxiety relative to lecture-based teaching — related
• Cooperative learning raised value-component motivation (intrinsic goal orientation, extrinsic goal orientation, task value) more than lecture-based teaching — a narrower finding that bears on this claim
• No significant pre-test differences existed between the cooperative learning and lecture-based groups on any motivational component — related
• A single experiment-based session within a lecture-dominated course produces no significant overall learning gains on a post-experiment questionnaire — related