Cooperative learning raised value-component motivation (intrinsic goal orientation, extrinsic goal orientation, task value) more than lecture-based teaching¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental group scored significantly higher than the control group on intrinsic goal orientation, extrinsic goal orientation, and task value 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 the Pintrich et al. value components: intrinsic goal orientation t = 4.77, p = .010; extrinsic goal orientation t = 3.68, p = .036; task value t = 4.76, p = .014, all favouring the experimental group. Only test statistics are printed, no effect sizes.
"Intrinsic goal orientation 4.31 .56 4.01 .57 4.77 .010* Extrinsic goal orientation 4.33 .52 3.97 .56 3.68 .036* Task value 4.12 .59 3.68 .49 4.76 .014*"
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
- Cooperative learning reduced test anxiety relative to lecture-based teaching — related
- No significant pre-test differences existed between the cooperative learning and lecture-based groups on any motivational component — related
- Cooperative learning produced significantly higher overall learning motivation than lecture-based teaching in a nine-week Vietnamese higher education course — a broader claim this one bears on
- Self-efficacy and performance goal motivation did not change significantly in any of the three groups — related
- Students' extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy decreased after traditional instruction for the gas unit — related
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