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The Use of a Cooperative-Learning Activity with University Students: A Gender Experience

Author

Listed:
  • Salvador Baena-Morales

    (Department of General Didactics and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

  • Daniel Jerez-Mayorga

    (Faculty of Rehabilitation Sciences, Universidad Andres Bello, 7591538 Santiago, Chile)

  • Francisco Tomás Fernández-González

    (Department of Physical Activity and Sport Sciences, Pontifical University of Comillas (Centro de Estudios Superiores Alberta Giménez), 07013 Palma, Spain)

  • Juan López-Morales

    (Department of Social Anthropology, Faculty of Philosophy and Letters, University of Granada, 18071 Granada, Spain)

Abstract

The UN Sustainable Development Goals (SDG) show how education is essential for creating values in students. In particular, SDG 4 (quality education) and SDG 5 (gender equality) indicate how co-education should be a sustainable benchmark. Co-educational methodologies have been studied for decades. Among them, cooperative learning is considered a valid technique for developing social relations and competences. This study aims to describe and characterize the gender differences between university students regarding their impressions and behaviors when working cooperatively. One hundred and seventy-seven university students (98 women and 79 men), from Physical Education and Primary Education degree courses, worked with Aronson’s Jigsaw technique. After its completion, they completed a questionnaire to analyze cooperative work in higher education (ACOES). The results are organized into seven dimensions. The main gender differences found show that women gave a higher evaluation to relating cooperative learning to future teaching roles ( p = 0.017) and to understanding the need for cooperative tasks ( p = 0.035). Additionally, female students prefer groups to be organized according to academic criteria and that they should remain stable throughout the academic period. Both genders value Aronson’s Jigsaw as a good method for developing social competences, although they are more neutral when considering it effective at improving academic performance. These findings help to generate a gender-cooperation profile that will enable future research to discuss results more accurately.

Suggested Citation

  • Salvador Baena-Morales & Daniel Jerez-Mayorga & Francisco Tomás Fernández-González & Juan López-Morales, 2020. "The Use of a Cooperative-Learning Activity with University Students: A Gender Experience," Sustainability, MDPI, vol. 12(21), pages 1-12, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:21:p:9292-:d:442113
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    References listed on IDEAS

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    1. Stephanie Seguino, 2007. "PlusCa Change? evidence on global trends in gender norms and stereotypes," Feminist Economics, Taylor & Francis Journals, vol. 13(2), pages 1-28.
    2. Anna Dreber & Emma Essen & Eva Ranehill, 2014. "Gender and competition in adolescence: task matters," Experimental Economics, Springer;Economic Science Association, vol. 17(1), pages 154-172, March.
    3. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
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    Cited by:

    1. Carlota Torrents & Natàlia Balagué & Robert Hristovski & Maricarmen Almarcha & J. A. Scott Kelso, 2021. "Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings," Sustainability, MDPI, vol. 13(5), pages 1-15, March.
    2. Dolors Cañabate & Remigijus Bubnys & Lluís Nogué & Lurdes Martínez-Mínguez & Carolina Nieva & Jordi Colomer, 2021. "Cooperative Learning to Reduce Inequalities: Instructional Approaches and Dimensions," Sustainability, MDPI, vol. 13(18), pages 1-18, September.
    3. Luiza Olim de Sousa, 2021. "Learning Experiences of a Participatory Approach to Educating for Sustainable Development in a South African Higher Education Institution Yielding Social Learning Indicators," Sustainability, MDPI, vol. 13(6), pages 1-16, March.
    4. Odysseas Christou & Dimitra B. Manou & Stefano Armenia & Eduardo Franco & Anastasia Blouchoutzi & Jason Papathanasiou, 2024. "Fostering a Whole-Institution Approach to Sustainability through Systems Thinking: An Analysis of the State-of-the-Art in Sustainability Integration in Higher Education Institutions," Sustainability, MDPI, vol. 16(6), pages 1-22, March.
    5. Salvador Baena-Morales & Daniel Jerez-Mayorga & Pedro Delgado-Floody & Jesús Martínez-Martínez, 2021. "Sustainable Development Goals and Physical Education. A Proposal for Practice-Based Models," IJERPH, MDPI, vol. 18(4), pages 1-17, February.
    6. Melany Hebles & Concepción Yániz-Álvarez-de-Eulate & Manuel Alonso-Dos-Santos & Lourdes Villardón-Gallego, 2021. "Towards a Cooperative Learning Environment in Universities through In-Service Training," Sustainability, MDPI, vol. 13(3), pages 1-17, January.
    7. Jose Antonio Prieto-Saborit & David Méndez-Alonso & Jose Antonio Cecchini & Ana Fernández-Viciana & Jose Ramón Bahamonde-Nava, 2021. "Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths," Sustainability, MDPI, vol. 13(15), pages 1-12, July.

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