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Formal VS informal cooperative learning : the effect on students' perceived competence and conceptual knowledge gain

Marsha, Carla (2019) Formal VS informal cooperative learning : the effect on students' perceived competence and conceptual knowledge gain.

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Abstract:Cooperative learning is an essential tool to equips Indonesian learners in dealing with the demands of 21st-century skills. However, the implementation of cooperative learning faced a common challenge, namely, social loafing. This challenge arose the need for more research regarding the structuring process in cooperative learning, specifically in Indonesia, as the main context. This study compared the efficiency between formal and informal cooperative learning conditions, investigated through the extent of differences in students’ perceived competence and conceptual knowledge gain. This study specifically investigated whether students’ subjective appraisal towards task value and group process led to better-perceived competence and conceptual knowledge gain. Seventy-two students in two public junior high-schools in Indonesia participated in this study. There were two conditions, formal and informal, that differ in individual accountability with pre-assigned roles, feedback systems, and guidance. Results indicated no substantial outcome differences between the two cooperative learning conditions, despite the ability of both cooperative learning conditions to improve students’ perceived competence and conceptual knowledge gain. Interestingly, the formal cooperative learning group appraised overall task value and group process value more positively. Group process value was positively associated with students’ perceived competence in formal condition. In contrast, group process value was positively correlated with task utility value in informal condition. Neither of the subjective task value (i.e., group process and task utility) and students’ perceived competence was positively correlated to conceptual knowledge gain. In conclusion, both formal and informal cooperative learning are mutually promising as learning strategy methods. In the actual classroom implementation, the teacher should consider the complexity of learning content, time constraint, and prior learner experience with cooperative learning into account.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/80080
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