Application of Cooperative Learning and Its Relation to 3 × 2 Achievement Goals in Teachers

Abstract

Cooperative learning has been shown to be a highly beneficial teaching methodology for student learning and motivation. It also has huge benefits for teaching, although there is still a widespread lack of knowledge on how to implement this highly structured series of techniques. In this study, teacher motivation was tested under the 3 × 2 achievement goal model to see how it relates to the application of CL in the classroom using sequential generalized estimating equation models. This theoretical model had not previously been applied to teacher motivation, and these teachers, from different educational stages and different schools, had received specific training in CL and had been monitored for one year. The results showed a high orientation towards self–approach goals, with the influence of having received such training, having more experience in applying CL and it being facilitated at the primary education stage. The implications of these results are discussed, as various facilitating factors for the use of CL in the classroom can be found.