An Approachment to Cooperative Learning in Higher Education: Comparative Study of Teaching Methods in Engineering

Autor/in	Estébanez, Raquel Pérez
Titel	An Approachment to Cooperative Learning in Higher Education: Comparative Study of Teaching Methods in Engineering
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 5, S.1331-1340 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Cooperative Learning; Higher Education; Comparative Analysis; Teaching Methods; Engineering; Engineering Education; Foreign Countries; Conventional Instruction; Academic Achievement; Statistical Analysis; Computer Science; Control Groups; Experimental Groups; Spain (Madrid) + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Maschinenbau; Ingenieurausbildung; Ausland; Schulleistung; Statistische Analyse; Informatik
Abstract	In the way of continuous improvement in teaching methods this paper explores the effects of Cooperative Learning (CL) against Traditional Learning (TL) in academic performance of students in higher education in two groups of the first course of Computer Science Degree at the university. The empirical study was conducted through an analysis of covariance (ANCOVA) in order to assess whether teaching methods have a significant effect on academic performance. The results show that teaching methods did not have a significant effect on the academic performance of the students. However, informal interviews with students revealed that they preferred CL. The study also explores whether there was a relationship between the average scores for conceptual and problem-type questions between both groups through a t-test analysis and for both courses there was no significant difference in the exam results between the two groups. Students who were exposed to TL methods outperformed the students who were taught via CL in mid-term exam. However, the result is opposite in the final exam where students from CL obtained better scores. Finally, with CL techniques students got better global results because they acquired a deeper understanding of the material. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01