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Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis

Author

Listed:
  • Carlos Fernández-Espínola

    (Faculty of Education, Psychology and Sport Sciences, University of Huelva, 21071 Huelva, Spain)

  • Manuel Tomás Abad Robles

    (Faculty of Education, Psychology and Sport Sciences, University of Huelva, 21071 Huelva, Spain)

  • Daniel Collado-Mateo

    (Centre for Sport Studies, Rey Juan Carlos University, 28943 Madrid, Spain)

  • Bartolomé J. Almagro

    (Faculty of Education, Psychology and Sport Sciences, University of Huelva, 21071 Huelva, Spain)

  • Estefanía Castillo Viera

    (Faculty of Education, Psychology and Sport Sciences, University of Huelva, 21071 Huelva, Spain)

  • Francisco Javier Giménez Fuentes-Guerra

    (Faculty of Education, Psychology and Sport Sciences, University of Huelva, 21071 Huelva, Spain)

Abstract

The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students’ intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.

Suggested Citation

  • Carlos Fernández-Espínola & Manuel Tomás Abad Robles & Daniel Collado-Mateo & Bartolomé J. Almagro & Estefanía Castillo Viera & Francisco Javier Giménez Fuentes-Guerra, 2020. "Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 17(12), pages 1-10, June.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:12:p:4451-:d:374387
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    References listed on IDEAS

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    1. David Hortigüela Alcalá & Alejandra Hernando Garijo & Ángel Pérez-Pueyo & Javier Fernández-Río, 2019. "Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages," Sustainability, MDPI, vol. 11(24), pages 1-11, December.
    2. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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    1. Antonio Baena-Extremera & Pedro Jesús Ruiz-Montero & David Hortigüela-Alcalá, 2021. "Neuroeducation, Motivation, and Physical Activity in Students of Physical Education," IJERPH, MDPI, vol. 18(5), pages 1-5, March.
    2. Cezary Kuśnierz & Aleksandra M. Rogowska & Iuliia Pavlova, 2020. "Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    3. Víctor Arufe-Giráldez & Alberto Sanmiguel-Rodríguez & Oliver Ramos-Álvarez & Rubén Navarro-Patón, 2023. "News of the Pedagogical Models in Physical Education—A Quick Review," IJERPH, MDPI, vol. 20(3), pages 1-22, January.
    4. Marianna Alesi & Giulia Giordano & Ambra Gentile & Barbara Caci, 2023. "The Switch to Online Learning during the COVID-19 Pandemic: The Interplay between Personality and Mental Health on University Students," IJERPH, MDPI, vol. 20(7), pages 1-15, March.
    5. Marselius Sampe Tondok & Suryanto Suryanto & Rahkman Ardi, 2024. "Building Bridges in Diverse Societies: A Meta-Analysis of Field Experimental Cooperative Learning Studies on Intergroup Relations in Educational Settings," Societies, MDPI, vol. 14(11), pages 1-12, October.

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