Achievement outcomes and affective outcomes of co-operative learning and traditional learning approaches on a group of junior college boys studying economics
Date of Issue1999
The paper examines the effectiveness of co-operative learning approaches and traditional approaches on achievement, interpersonal relationships and academic self-concept in Economics on a group of boys in a junior college. The co-operative learning programme was implemented in two second year science classes over a period of seven weeks. The achievement outcome was measured using three tests: multiple-choice tests, data response tests and an essay test. The students in the co-operative group performed significantly better in both the multiple-choice test and the data response test. The performance of the group in the co-operative learning environment was better than the group in the traditional learning condition but the difference was not significant. With respect to inter-personal relationships and academic self-concept in Economics, significant effects of co-operative learning approaches over the traditional learning approaches was not found, though the results were in the desired direction, with the students in the co-operative learning environment showing a greater liking for their peers and the teacher as well as a more positive attitude towards Economics. The results of the study show some advantages of co-operative learning approaches over traditional approaches. They suggest that students can gain academically, socially and psychologically through the use of co-operative learning in the teaching and learning of Economics.