Journal article

Publication year: 2017

Pages: 75-84

Journal: Learning and Instruction

Volume number: 50

ISSN: 0959-4752

eISSN: 1873-3263

DOI Link: https://doi.org/10.1016/j.learninstruc.2017.03.006

Publisher: Elsevier

Abstract: 
Using group presentation classes as a control condition, in nine introductory psychology classes we examined the impact of high-structure versus low-structure cooperative learning on N = 259 student teachers' conceptual knowledge, on their self-perceived competence, and on their appraisals of task values. To vary the structure, we first created a lesson plan built upon core principles of cooperative learning, and then eliminated from this plan critical elements structuring students' shared learning. Two-level analyses revealed that students in the two cooperative conditions (a) did better on three knowledge tests administered throughout the course of this one-semester project, (b) developed a more favorable view of their subject-specific competence, and (c) appraised the utility and intrinsic value of task assignments more positively than did the control students. In each of the three knowledge tests, students in high-structure groups outperformed students in low-structure groups. These findings support the hypothesis that structuring procedures enhance the efficaciousness of cooperative learning methods in college classes. (C) 2017 Elsevier Ltd. All rights reserved.

Harvard Citation style: Supanc, M., Voellinger, V. and Brunstein, J. (2017) High-structure versus low-structure cooperative learning in introductory psychology classes for student teachers: Effects on conceptual knowledge, self-perceived competence, and subjective task values, Learning and Instruction, 50, pp. 75-84. https://doi.org/10.1016/j.learninstruc.2017.03.006

APA Citation style: Supanc, M., Voellinger, V., & Brunstein, J. (2017). High-structure versus low-structure cooperative learning in introductory psychology classes for student teachers: Effects on conceptual knowledge, self-perceived competence, and subjective task values. Learning and Instruction. 50, 75-84. https://doi.org/10.1016/j.learninstruc.2017.03.006