Insights into college students’ perceptions of cooperative learning in college classrooms: A mixed methods approach


Abstract views: 20 / PDF downloads: 9

Authors

DOI:

https://doi.org/10.5281/zenodo.17143013

Keywords:

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.

References

Afrida, A., Nwanya, F., & Omar, F. M. (2024). Think-pair-share type cooperative learning to improve chemistry learning outcomes on atomic structure material. Indonesian Journal of Education Research, 5(3), 92-99. DOI: 10.37251/ijoer.v5i3.991.

Ait Hattani, H. (2024). Investigating the role of cooperative learning in fostering Moroccan ESP students’ learning attitudes. Journal of English Language Teaching and Linguistics, 9 (1), 83-94. doi: http://dx.doi.org/10.21462/jeltl.v9.i1.1286

Alhebaishi, S. M. (2019). Investigation of cooperative learning techniques and attitudes in language learning classrooms. International Journal of Applied Linguistics & English Literature, 8 (2): 219-230. doi.org/10.7575/aiac.ijalel.v.8n.2p.219.

Burrows, T. J. (2013). A preliminary rubric design to evaluate mixed methods research. Dissertation submitted to the faculty of the virginia polytechnic institute and state university in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Campbell, J. & Li, M. (2006). Asian students’ perceptions of group work and group assignments in a New Zealand tertiary. Retrieved from http://ro.ecu.edu.au/ceducom/64 on February 7th, 2025.

Chapman, K. J., & Van Auken, S. (2001). Creating positive group project experiences: An examination of the role of the instructor on students’ perceptions of group projects. Journal of Marketing Education, 23 (2), 117-127.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). New York: Routledge.

Creswell, J.W., & Plano-Clark, V. L. (2010). Designing and conducting mixed methodsresearch. 2nd ed. Los Angeles: Sage.

Creswell, J.W., & Clark, V.L.P. (2017). Designing and conducting mixed methods research.3rd Edition: Sage Publications, Inc.

Felder, M., & Brent, R. (1996). Navigating the bumpy road to student-centred instruction. College Teaching, 44 (2), 43-47.

Gudinge, J. (2018). Cooperative learning: A teacher perspective. Malmö University Children, Youth and Society. Retrieved from chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.diva-portal.org/smash/get/diva2:1493322/FULLTEXT01.pdf on February 7th, 2025.

Gunbayi, I. (2018). Developing a qualitative research manuscript based on systematic curriculum and instructional development. European Journal of Social Sciences Studies, 3 (3), 124-153. doi: 10.5281/zenodo.1463223.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3&4), 85-118.

Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38, 67–73.

Johnson, D. W., & Johnson, R. T., & Smith, K. A. (1991). Active learning: Cooperation in the college classroom. Edna, MN: Interaction Book.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change, 27-35.

Jones, K. A., & Jones, J. L. (2008). Making cooperative learning work in the college classroom: An application of the ‘five pillars’ of cooperative learning to post-secondary instruction. The Journal of Effective Teaching, 8 (2), 61-76.

Khan, N. M., Noreen, M., & Hussaini, M. H. A. (2024). The impact of cooperative learning on students' academic achievement and social behaviour. Harf-o-Sukhan, 8 (1), 339-348.

Kohn, A. (1996). “Beyond discipline: From compliance to the community.” Available at: https://www. alfiekohn.org/beyond-discipline/ (accessed 2 December 2023).

Kohn, A. (2021). “Alfie Kohn: The case against classroom management... a quarter-century later”, available at: https://nepc.colorado.edu/blog/case-against (accessed 2 December 2023).

Kupczynski et al. (2012). Cooperative learning in distance learning: A mixed methods study. International Journal of Instruction, 5 (2).

Kyndt et al. (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.

Lou et al. (2012). Within-class grouping: A meta-analysis. Review of Educational Research, 82 (4), 499- 535.

Molla, E, & Muche, M. (2018). Impact of cooperative learning approaches on students’ academic achievement and laboratory proficiency in biology subjects in selected rural schools in Ethiopia. Education Research International, 1- 9. https://doi.org/10.1155/2018/6202484

Moore, L. L. (2010). Students’ attitudes and perceptions about the use of cooperative exams in an introductory leadership class. Journal of Leadership Education, 9 (2), 72-85.

Nanor, E., Mahama, A., & Hanson, R. (2024). Effect of stad model of cooperative learning on students’ learning outcome on the nomenclature of hydrocarbons. International Journal of Scientific Research and Management, 12 (3), 3264-3274. DOI: 10.18535/ijsrm/v12i03.el03.

Naz, F., & Murad, H. S. (2017). Innovative teaching has a positive impact on the performance of diverse students. SAGE Open, 1–8. https://1d0o.i.1o1rg7/71/02.1157872/2414508124747031470723420

Nhan, H. & Nhan, T. A. (2019). Different grouping strategies for cooperative learning in English majored seniors and juniors at Can Tho University, Vietnam, Educ. Sci., 9, 59.

Ogalloh, M. M. K., Wamocho, F. I., & Otube, N. A. (2018). Teacher’s use of cooperative learning strategies to enhance the academic performance of students with cerebral palsy in special secondary schools for the physically disabled in Kenya. International Journal of Research and Innovation in Social Science, 2 (X), 30-38.

Onwuegbuzie, A. J., & DaRos-Voseles, D. A. (2001). The role of cooperative learning in research methodology courses: A mixed methods analysis. Research In the Schools, 8 (1), 61-75.

Phipps et al. (2001). University students’ perceptions of cooperative learning. Implications for administrators and instructors. Journal of Experiential Education, 24 (1), 14-21.

Rodger, S., Murray, H. G., & Cummings, A. L. (2007). Gender differences in cooperative learning with university students. The Alberta Journal of Educational Research, 53 (2), 157-173.

Rudhumbu, N. (2024). Antecedents and consequences of effective implementation of cooperative learning in universities in Zimbabwe. Journal of Research in Innovative Teaching & Learning, 17 (1), 4-20. DOI 10.1108/JRIT-01-2022-0004.

Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134 (2), 223-246.

Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research 69 (1), 21-51.

Şimşek, B., & Buldukoğlu, K. (2024). Metaphorical perceptions of nurses working in pandemic units about being a nurse during COVID-19: A mixed-methods research. Journal of Action Qualitative and Mixed Methods Research, Volume 3 (2), 8-22. DOI: 10.5281/zenodo.12759997.

Stupnisky, R. H., Weaver-Hightower, M. B., & Kartoshkina, Y. (2014). Exploring and testing the predictors of new faculty success: A mixed methods study. Studies in Higher Education, 40 (2), 368-390. DOI: 10.1080/03075079.2013.842220.

Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know? Contemporary Educational Psychology, 21, 43–69.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Downloads

Published

2025-09-25

How to Cite

Atta, G. (2025). Insights into college students’ perceptions of cooperative learning in college classrooms: A mixed methods approach. Journal of Action Qualitative & Mixed Methods Research, 4(2), 52–69. https://doi.org/10.5281/zenodo.17143013