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. (August 2017)

• Record Type: Journal Article
• Authors: Supanc, Marina; Völlinger, Vanessa A.; Brunstein, Joachim C.
• Is Part Of: Learning and instruction. Volume 50(2017:Aug.)
• Page Start: 75
• Page End: 84
• Publication Date: 2017-08
• Subjects: Cooperative learning -- Structured cooperation -- Higher education -- Student teachers; Learning -- Periodicals; Teaching -- Periodicals; Apprentissage -- Périodiques; Enseignement -- Périodiques; Learning; Teaching; Periodicals; Electronic journals; 370.1
• DOI: 10.1016/j.learninstruc.2017.03.006
• Languages: English
• ISSNs: 0959-4752

Abstract

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. Highlights: Structure-building elements (SBEs) optimize cooperative learning (CL) in college. SBEs accentuate the principles of participant interdependence and accountability. This study had 3 conditions: Structure high vs. low, and an active control group. CL enhanced students' knowledge, felt competence, and task related attitudes. High-structure CL produced by far the greatest knowledge gains.