Abstract
The purpose of the study was to investigate the effects of individual versus cooperative learning on different components of students’ functioning. As a theoretical framework to analyse these processes we used CAMS model (Dansereau, 1986; O’Donnell & Dansereau, 1992), which includes four levels of students’ functioning: cognitive (C), affective (A), metacognitive (M) and social (S). 373 fifth grade students (170 in experimental group and 203 in control group) from nine different primary schools participated in the research. In the experimental group cooperative learning was introduced for one in four lessons in two subjects: mathematics and Slovene language. The control group received the traditional way of teaching. Statistical analysis showed strong positive effects of cooperative learning on achievement in both subjects. No other variable showed differential change.
Résumé
Le but de cette recherche était de vérifier l’influence des méthodes d’étude coopérative (vs individuelle) sur différentes composantes du fonctionnement cognitif des élèves. Le cadre théorique utilisé est le modèle CAMS (Danserau) qui combine quatre niveaux du fonctionnement de l’éléve: cognitif C, affective (A), metacognitive (M) et social (S). 373 élève de 5ème grade (170 dans le groupe expérimental et 203 dans le groupe contrôle), provenant de 9 écoles primaires différentes ont participé à la recherche. Dans le groupe expérimental l’apprentissage coopératif était pratiqué dans une leçon sur quatre de l’enseignement des mathématiques et de la langue slovène, tandis que dans le groupe contrôle, toutes les leçons étaient présentées avec la méthode traditionnelle (apprentissage individuel). L’analyse statistique des données recueillies montre que les méthode coopératives influencent positivement et fortement les résultats de l’apprentissage aussi bien en mathématiques qu’en langue.
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This research was supported (in part) by a grant N5-5381-0553-94 from Republic Slovenia Ministry for Research and Technology.
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Peklaj, C., Vodopivec, B. Effects of cooperative versus individualistic learning on cognitive, affective, metacognitive and social processes in students. Eur J Psychol Educ 14, 359–373 (1999). https://doi.org/10.1007/BF03173120
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DOI: https://doi.org/10.1007/BF03173120