No significant pre-test differences existed between the cooperative learning and lecture-based groups on any motivational component¶

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? Independent t-tests on pre-test motivation scores found no significant differences between the treatment and control groups. → 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

Pre-test comparison of the two intact classes (n = 36 each) on all six motivational components; all p values exceeded .05 (e.g., intrinsic goal orientation p = .276). Equivalence was not formally tested beyond these non-significant t-tests.

"The analysis results of an independent t -test showed there were no significant differences in statistic on pre-test scores on the motivation between the treatment group and the control group (Table 1)."

Discussion¶

Related Claims¶

• Cooperative learning raised value-component motivation (intrinsic goal orientation, extrinsic goal orientation, task value) more than lecture-based teaching — related
• The experimental and control groups differed significantly on the pre-test before the intervention — reports the opposite
• Cooperative learning produced significantly higher overall learning motivation than lecture-based teaching in a nine-week Vietnamese higher education course — related
• 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