The impact of cooperative learning on the affective dimensions of learning science in high school biology

Abstract

This study explored the effectiveness of a cooperative group learning treatment (Kagan's "Co-op Co-op" approach) on sophomore students enrolled in high school biology classes. Forty-six students were randomly assigned to either a cooperative learning biology class or a traditional biology class with lecture-based instruction. The treatment group met daily for 12 weeks for a 120-minute session and the control group met daily for 12 weeks for a 55-minute class session. The treatment group performed "Co-op Co-op" on eight chapters of biology while the control group received traditional lecture instruction throughout the trimester. The treatment group was compared to the control group receiving traditional lecture instruction. A 38-item questionnaire was used as a pretest, posttest, and post-posttest assessment. Three dependent variable were measured: learning goal orientation, intrinsic motivation, and self-efficacy. Two students in the treatment group and two students in the control group who had scores at opposite ends of the survey scale were selected to be interviewed the following trimester. The students were asked to describe their personal attitudes, opinions, and experiences during cooperative learning instruction or traditional learning instruction in biology class. Students in cooperative learning instruction group did not exhibit significantly greater gains than the control group in learning goal orientation, intrinsic motivation, and self-efficacy. Cooperative learning instruction increased social interactions among the students. The students agreed that a variety of teaching methods must be implemented in the classroom for motivational learning to occur. The implications these findings have on student learning and motivation in high school biology, practical applications for the high school biology teacher, and suggestions for future research are discussed.