Design and validation of a questionnaire to assess cooperative learning in educational contexts.
Abstract
The goal of the present study was to design and validate an instrument to assess the basic elements of cooperative learning, as well as a cooperation index. 11.202 primary education (grades 5, 6), secondary education and baccalaureate students (5.838 males, 5.364 females) from 68 different schools in 62 cities all over Spain agreed to participate. The age range was 11-18 years. The participating students had experienced several cooperative learning techniques during the last six months. The first version of the questionnaire was assessed by a group of experts. A pilot study with 60 students similar to the target sample was conducted on the second version of the instrument. The final version underwent several statistical tests. The Cooperative Learning Questionnaire included five subscales: Promotive Interaction, Positive Interdependence, Individual Accountability, Group Processing and Interpersonal skills. Factorial and confirmatory analysis showed that all reliability indices were acceptable, even under the most difficult conditions. The questionnaire showed adequate convergent, discriminant and concurrent validity. Results showed that it is an easy instrument to assess all the basic elements of cooperative learning in primary, secondary and baccalaureate students and obtain a global cooperation factor.
Downloads
References
Atxurra. C., Villardón-Gallego. L., & Calvete. E. (2015). Diseño y validación de la Escala de Aplicación del Aprendizaje Cooperativo (CLAS). Revista de Psicodidáctica, 20(2), 339-357.
Bay. E., & Çetin. B. (2012). İşbirliği süreci ölçeği (İSÖ) geliştirilmesi. Uluslararası İnsan Bilimleri Dergisi, 9(1), 1064-1075. Descargado de: http://www.insanbilimleri.com
Bentler, P. M. (2005). EQS 6 structural equations program manual. Encino. CA: Multivariate Software.
Bollen, K.A. (1989). Structural equations with latent variables. New York: John Wiley.
Byrne, B. (1998). Structural Equation Modeling with LISREL. PRELIS. and SIMPLIS: Basic applications and programs. Hamptom. NJ: Lawrence Erlbaum.
Byrne, B. M. (2008). Testing for multigroup equivalence of a measuring instrument: A walk through the process. Psicothema, 20, 872–882.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling. 9(2). 233-255.
Cohen, E. G. (1994). Designing groupwork: Strategies for the heterogeneous classroom (2nd ed.). New York: Teachers College Press.
Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1). 16-38.
Damon, W. (1984). Peer education: The untapped potential. Journal of Applied Developmental Psychology, 5, 331-343.
Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2, 129-152.
Dewey, J. (1915). The school and society. Chicago. IL: The University of Chicago Press.
Escartí, A., Pascual. C., & Gutiérrez. M. (2011). Propiedades psicométricas de la versión española del Cuestionario de responsabilidad personal y social en contextos de educación física. Revista de Psicología del Deporte, 20(1), 119-130.
Fernandez-Rio, J., Sanz, N., Fernandez-Cando, J., & Santos. L. (2017). Assessing the long-term effects of cooperative learning on students’ motivation. Physical Education and Sport Pedagogy, 22(1), 89-105 doi:10.1080/17408989.2015.1123238
Fornell, C., & Larcker, D. (1981). Structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
García, M. M., González, I., & Mérida, R. (2012). Validación del cuestionario ACOES. Análisis del trabajo cooperativo en Educación Superior. Revista de Investigación Educativa, 30(1), 87-109.
Gillies, R. M. (2014). Developments in Cooperative Learning: Review of research. Anales de Psicología, 30(3), 792-801. http://dx.doi.org/10.6018/analesps.30.3.201191
Hair, J., Black, B., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate Data Analysis (6th edition). Upper Saddle River. NJ: Prentice-Hall.
Hernández-Nieto, R. A. (2002). Contributions to Statistical Analysis. Mérida: Universidad de Los Andes.
Hijzen, D., Boekaerts, M., & Vedder, P. (2006). The relationship between the quality of cooperative learning, students´ goal preferences, and perceptions of contextual factors in the classroom. Scandinavian Journal of Psychology, 47, 9-21.
Howe, C. (2013). Optimizing small group discourse in classrooms: Effective practices and theoretical constraints. International Journal of Educational Research, 63, 107-115.
Ibarra, Mª. S., & Rodríguez. G. (2007). El trabajo colaborativo en las aulas universitarias: Reflexiones desde la autoevaluación. Revista de Educación, 344, 355-375.
Johnson, D. W., & Johnson, R. T (1983). Social interdependence and perceives academic and personal support in the classroom. The Journal of Psychology, 120, 77-82.
Johnson, D. W., & Johnson, R. T (1991). Learning together and alone. Boston. MA: Allyn and Bacon.
Johnson. D. W., & Johnson, R. T. (2014). Cooperative Learning in 21st Century. Anales de Psicología, 30(3), 841-851. http://dx.doi.org/10.6018/analesps.30.3.201241
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2013). Cooperation in the Classroom (9th ed.). Edina. MN: Interaction Book Company.
Kagan, S. (1992). Cooperative learning. San Juan Capistrano. CA: Kagan Cooperative Learning.
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133-149.
León del Barco, B., Mendo, S., Felipe-Castaño, E., Polo del Río, Mª. I., & Fajardo-Bullón, F. (2017). Team Potency and Cooperative Learning in the University Setting//Potencia de equipo y aprendizaje cooperativo en el ámbito universitario. Journal of Psychodidactics, 22(1), 9-15. DOI: 10.1387/RevPsicodidact.14213
Mardia, K. V. (1974). Applications of some measures of multivariate skewness and kurtosis in testing normality and robustness studies. Sankhyā: The Indian Journal of Statistics, 36(2), 115-128.
Marsh, H.W. (1993). The multidimensional structure of physical fitness: Invariance over gender and age. Research Quarterly for Exercise and Sport, 64, 256-273.
Melero, M. A., & Fernández, P. (1995). El aprendizaje entre iguales: el estado de la cuestión en Estados Unidos. En P. Fernández & M.A. Melero (Coord.). La interacción social en contextos educativos (pp. 35-98). Madrid: Ed. Siglo XXI.
Muñiz, J., Fidalgo, A. M., García-Cueto, E., Martínez, R., & Moreno, R. (2005). Análisis de los ítems. Madrid: La Muralla.
Mussio, S. J., & Smith, M. K. (1973). Content validity: A procedural manual. International Personnel Management Association.
Nunnally, J. C. (1978). Psychometric theory. New York: McGraw-Hill.
Pons, R. Mª., Prieto, Mª. D., Lomeli, C., Bermejo, Mª. R., & Bulut, S. (2014). Cooperative learning in Mathematics: a study on the effects of the parameter of equality on academic performance. Anales de Psicología, 30(3), 832-840. http://dx.doi.org/10.6018/analesps.30.3.201231
Pujolás, P. (2009). La calidad en los equipos de aprendizaje cooperativo: algunas consideraciones para el cálculo del grado de cooperatividad. Revista de Educación, 349, 225-239.
Rial, A., Varela, J., Abalo, J., & Lévy, J. P. (2006). El análisis factorial confirmatorio. En J. P. Lévy & J. Varela. (Eds.). Modelización con Estructuras de Covarianzas en Ciencias Sociales (pp. 119-144). Madrid: Netlibro.
Satorra, A., & Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. von Eye & C.C. Clogg (Eds.). Latent variables analysis: Applications for developmental research (pp. 399-419). Thousand Oaks. CA: Sage.
Sharan, Y. (2014). Learning to cooperate for cooperative learning. Anales de Psicología, 30(3), 802-807. http://dx.doi.org/10.6018/analesps.30.3.201211
Schunk, D. (2012). Learning theories: An educational perspective (6th ed.). Boston: Allyn y Bacon.
Slavin, R. E. (1995). Cooperative learning: Theory. research. and practice (2nd ed.). Boston: Allyn y Bacon.
Slavin, R. E. (2014). Cooperative Learning and Academic Achievement: Why Does Groupwork Work? Anales de Psicología, 30(3), 785-791. http://dx.doi.org/10.6018/analesps.30.3.201201
Steiger, J. H. (1990). Structural model evaluation and modification: An interval estimation approach. Multivariate Behavioral Research, 25(2), 173-180.
Veenman, S., Benthum, N., Bootsma, D., Dieren, J., & Kemp, N. (2002). Cooperative learning and teacher education. Teaching and Teacher Education, 18(1), 87-103. doi: 10.1016/S0742-051X(01)00052-X
The works published in this journal are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in paragraph 2.
© Servicio de Publicaciones, Universidad de Murcia, 2022
2. The works are published in the online edition of the journal under a Creative Commons Reconocimiento-CompartirIgual 4.0 (legal text). You can copy, use, distribute, transmit and publicly display, provided that: i) you cite the author and the original source of publication (journal, editorial and URL of the work), ii) are not used for commercial purposes, iii ) mentions the existence and specifications of this license.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3. Conditions of self-archiving. Is allowed and encouraged the authors to disseminate electronically pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version reviewed and accepted for publication) of their works before publication, as it encourages its earliest circulation and diffusion and thus a possible increase in its citation and scope between the academic community. RoMEO Color: Green.