Content area
Full Text
Abstract
Achievement and satisfaction with a cooperative learning project was assessed in a six-year experimental study in an introductory biology course. Comparisons were made between assigned groups composed of students with all the same Gregorc learning styles (homogeneous) versus groups composed of three or four Gregorc learning styles (heterogeneous). Project grades were not significantly different for homogeneous and heterogeneous groups. Nearly all answers given on a 15-question satisfaction survey also were not significantly different between groups, with the single exception of one question which indicated that heterogeneous groups felt that the workload for the project was more equitably distributed among the group. Significant correlations were found between grades, satisfaction, and perceived learning. Students with the highest course grades were the most satisfied with their own personal work and the least satisfied with the overall benefits of the cooperative learning project. Group project grades were received prior to completion of the satisfaction surveys and were found to be significantly correlated to many answers on the survey. Student perceptions of learning were correlated to nearly all other questions on the survey and may be the driving factor to explain both achievement (grades) and satisfaction with cooperative learning.
Introduction
Cooperative learning may have numerous academic, social, and psychological benefits. Higher academic achievement has been reported in many studies at the primary, secondary, and higher education levels (for reviews, see, Slavin, 1995; Springer et al., 1999). Cooperatively working on tasks in a group can also improve interpersonal skills and social acceptance, as well as increase self-esteem and improve attitudes toward learning (McManus and Gettinger, 1996; Slavin, 1995). However, research also indicates a great variability in the realized benefits of cooperative learning, and some studies have not shown significant academic benefits over traditional, individual or competitive learning (Burronetal., 1993; Sherman, 1988; Slavin, 1983).
Many factors may affect the success of cooperative learning. One important factor that has been advocated is the use of heterogeneous groups. Theory and research suggest that the most effective cooperative work groups include a mixture of students in terms of ability, gender, and ethnic background (Mandel, 2003; Webb, 1991). However, few researchers have investigated the effects of learning style heterogeneity in cooperative work groups.
Many learning style models have been proposed to explain differences in...