Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages
by
David Hortigüela Alcalá 1,*
, 
Alejandra Hernando Garijo 1, Ángel Pérez-Pueyo 2 and Javier Fernández-Río 3
David Hortigüela Alcalá 1,*, Alejandra Hernando Garijo 1, Ángel Pérez-Pueyo 2 and Javier Fernández-Río 3
1
Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
2
Physical and Sports Education Area, Faculty of Physical Activity and Sport Sciences, University of León, 24007 León, Spain
3
Department of Education Sciences, Faculty of Teacher Training and Education, University of Oviedo, 33003 Oviedo, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2019, 11(24), 7005; https://doi.org/10.3390/su11247005
Received: 18 November 2019 / Revised: 2 December 2019 / Accepted: 5 December 2019 / Published: 8 December 2019
(This article belongs to the Special Issue Physical Education, Health Promotion, and Sustainability)
The goal of the study was to contrast the effects that a Cooperative Learning implementation in Physical Education can produce in two different Educational stages: Primary and Secondary Education. A total of 179 students agreed to participate: 96 (44 boys, 52 girls) were enrolled in four Year 7 Primary Education groups (11.37 ± 0.89 years) and 83 students (38 boys, 45 girls) were enrolled in three Year 11 Secondary Education groups (15.42 ± 1.12 years). Convenience sampling was used. All groups experienced three consecutive learning units (23 sessions). At post-test, motivation increased significantly in the two groups (p = 0.031, p = 0.029), while social interaction only in the Secondary Education group (p = 0.024), and a significant difference between groups was also obtained in the post-test (p = 0.034). All effect sizes exceed the value of 0.87, which is considered large. Qualitative data showed that the teacher highlighted the importance of cooperation in Physical Education in order to promote respect for others and joint thinking in Primary Education.
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MDPI and ACS Style
Hortigüela Alcalá, D.; Hernando Garijo, A.; Pérez-Pueyo, Á.; Fernández-Río, J. Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages. Sustainability 2019, 11, 7005.
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