Insights into college students’ perceptions of cooperative learning in college classrooms: A mixed methods approach
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https://doi.org/10.5281/zenodo.17143013Keywords:
Cooperative learning, Collaborative learning, Interdependence, Instructors, Constructivist.Abstract
This mixed-methods study aimed to investigate college students’ perceptions of cooperative learning (CL) and its relationship with their academic success and social development. The study employed a convergent mixed-method design. One hundred twenty-two (122) college students were sampled for the quantitative phase of the study, while seven participated in the qualitative section. The qualitative analysis revealed that students benefit immensely from cooperative learning (CL), as it improves their academic success, fosters friendships, enhances critical thinking skills, and promotes positive interdependence. Additionally, students develop the social skills necessary for their future careers. Both the qualitative and quantitative analyses revealed that the role of instructors is crucial in affecting students’ attitudes toward CL. Students develop positive attitudes toward CL if instructors effectively discharge their roles to maximize learning. Failure on the part of instructors to discharge their expected roles leads students to develop negative attitudes toward CL.
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