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Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages

Author

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  • David Hortigüela Alcalá

    (Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain)

  • Alejandra Hernando Garijo

    (Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain)

  • Ángel Pérez-Pueyo

    (Physical and Sports Education Area, Faculty of Physical Activity and Sport Sciences, University of León, 24007 León, Spain)

  • Javier Fernández-Río

    (Department of Education Sciences, Faculty of Teacher Training and Education, University of Oviedo, 33003 Oviedo, Spain)

Abstract

The goal of the study was to contrast the effects that a Cooperative Learning implementation in Physical Education can produce in two different Educational stages: Primary and Secondary Education. A total of 179 students agreed to participate: 96 (44 boys, 52 girls) were enrolled in four Year 7 Primary Education groups (11.37 ± 0.89 years) and 83 students (38 boys, 45 girls) were enrolled in three Year 11 Secondary Education groups (15.42 ± 1.12 years). Convenience sampling was used. All groups experienced three consecutive learning units (23 sessions). At post-test, motivation increased significantly in the two groups (p = 0.031, p = 0.029), while social interaction only in the Secondary Education group (p = 0.024), and a significant difference between groups was also obtained in the post-test (p = 0.034). All effect sizes exceed the value of 0.87, which is considered large. Qualitative data showed that the teacher highlighted the importance of cooperation in Physical Education in order to promote respect for others and joint thinking in Primary Education.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:24:p:7005-:d:295510
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    References listed on IDEAS

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    1. Elif Nilay ADA & Zisan Kazak ÇETINKALP & M.Ersin ALTIPARMAK & F.Hülya ASÇI, 2018. "Flow Experiences in Physical Education Classes: The Role of Perceived Motivational Climate and Situational Motivation," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 4(2), pages 114-120.
    2. Ahmet Haktan SIVRIKAYA, 2019. "The Relationship between Academic Motivation and Academic Achievement of the Students," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 5(2), pages 309-315.
    3. Ahmet Haktan SIVRIKAYA, 2019. "The Relationship between Academic Motivation and Academic Achievement of the Students," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 5(2), pages 309-315.
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    Cited by:

    1. Sergio Rivera-Pérez & Benito León-del-Barco & Javier Fernandez-Rio & Jerónimo J. González-Bernal & Damián Iglesias Gallego, 2020. "Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages," IJERPH, MDPI, vol. 17(14), pages 1-11, July.
    2. Aaron Rillo-Albert & Pere Lavega-Burgués & Queralt Prat & Antoni Costes & Verónica Muñoz-Arroyave & Unai Sáez de Ocáriz, 2021. "The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model," IJERPH, MDPI, vol. 18(3), pages 1-20, January.
    3. Rita Silva & Cláudio Farias & Isabel Mesquita, 2021. "Cooperative Learning Contribution to Student Social Learning and Active Role in the Class," Sustainability, MDPI, vol. 13(15), pages 1-18, August.
    4. 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.
    5. Po-Sen Huang & Po-Sheng Chiu & Yueh-Min Huang & Hua-Xu Zhong & Chin-Feng Lai, 2020. "Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools," Sustainability, MDPI, vol. 12(16), pages 1-14, August.
    6. Yuliya Frolova & Suad A. Alwaely & Olga Nikishina, 2021. "Knowledge Management in Entrepreneurship Education as the Basis for Creative Business Development," Sustainability, MDPI, vol. 13(3), pages 1-15, January.
    7. Alain Ulazia & Gabriel Ibarra-Berastegi, 2020. "Problem-Based Learning in University Studies on Renewable Energies: Case of a Laboratory Windpump," Sustainability, MDPI, vol. 12(6), pages 1-15, March.

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