The Effectiveness of Cooperative Learning Patterns on Self-Directed Learning (Self-Management, Desire for Learning and Self-Control) in Female Students

Subject Areas : Educational Psychology

Shadi  Mousavi ¹ (Khoy)
Bagher  Sardari ² (Khoy)

Received: 2018-10-29 Accepted : 2019-07-13 Published : 2019-08-23

Keywords: self-directed learning, Students, cooperative learning patterns,

Abstract :

The purpose of this study was to investigate the effectiveness of cooperative learning patterns on self-directed learning (self-management, desire for learning and self-control) in female students. The present study is a semi-experimental study with pretest-posttest and control group design. The statistical population of this study included all female students of the 6th grade elementary school in Maku city in the academic year of 2017-2018 to number of 458 people. From this population, a sample of 60 individuals (30 people per group) was selected by cluster sampling method and randomly replaced in two cooperative learning and traditional groups. Participants of the two groups completed the self-directed learning scale (SDL) in the pre and posttest stages and meanwhile, the subjects of experimental group were trained in 24 sessions of 45 minutes using jigsaw's cooperative learning pattern. Data analysis was performed using covariance analysis in spss program. Data analysis showed that the use of cooperative learning patterns led to significant difference between groups in the total score of self-directed learning at a rate of 77%, and self-control component of 55%, self-management 64%, and desire for learning 43%. Regarding the results, it can be argued that the cooperative learning patterns has been effective in student self-directed learning and has led to an increase in self-directed learning scores and its components include self-control, self-management, and desire for learning in the experimental group.

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Abbasi, R., Sadipoor, E., & Asadzadeh, H. (2016). Comparison of the efficacy of three methods of cooperative learning on social skills in second grade female students. New Educational Approaches, 11(1), 105-124 [in Persian].

Arjanggi, R., & Setiowati, E. A. (2014). The effectiveness of student team-achievement division to increase self-regulated learning. 8th International Technology, Education and Development Conference, 2379-2383.

Basak, T., & Yildiz, D. (2014). Comparison of the effects of cooperative learning and traditional learning methods on the improvement of drug-dose calculation skills of nursing students undergoing internships. Health Education Journal, 73(3), 341–350.

Basharpoor, S., Amani, S., Heidari, F., & Hajilo, J. (2017). Comparing deficits related to self-directed learning in students with and without specific learning disorders. Journal of Learning Disabilities, 6(3), 53-68 [in Persian].

Behrangi, M., & Nasiri, R. (2017). The effect of teaching science using education management model on students' self-directed learning 3th grade secondary schools. Journal of New Approaches in Educational Administration, 7(28), 109-130 [in Persian].

Behrouzi, N., Shogabi, M., Mehrabizadeh honarmand, M., & Maktabi, G. (2013). A study of the relationship of self-directed learning with life satisfaction and academic performance of female students. Journal of Educational Sciences, 20(1), 155-170 [in Persian].

Bilesanmi-Awoderu, J. B., & Oludipe, D. I. (2012). Effectiveness of cooperative learning strategies on Nigerian junior secondary students’ academic achievement in basic science. British Journal of Education, Society & Behavioural Science, 2(3), 307-325.

Breed, B. (2016). Exploring a cooperative learning approach to improve self-directed learning in higher education. Journal for new generation sciences, 14 (3), 1-21.

Breed, B. (2017). Applying the elements of cooperative learning: reported influence on self-directed learning and view of cooperative learning. Journal of Communication, 7(1), 1-12.

Cheng, C. Y., Liou, S. R., Tsai, H. M., & Chang, C. H. (2014). The effects of team-based learning on learning behaviors in the maternal-child nursing course. Nurse Educ Today, 34(1), 25-30.

Fathiazar, E., Beyrami, M., Vahedi, S., & Abdollahi, V. (2015). Comparison of the effect of teaching with analogy and cooperative learning in interaction with learning styles on learning outcomes and attitude towards science. Journal of Modern Psychological Researches, 9(33), 143-169 [in Persian].

Fernandez-Rio, J., Cecchini, J. A., Méndez-Gimenez, A., Mendez-Alonso, D., & Prieto, J. A. (2017). Self-regulation, cooperative learning, and academic self-efficacy: interactions to prevent school failure. Frontiers in Psychology, 8(22), 1-10.

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Fisher, M. J., King, A., & Tague, Z. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21, 516-525.

Ghaffari, K., & Kazempour, I. (1391). The impact of cooperative learning in the development of student’s social skills. Journal of educational leadership & administration, 6 (1), 87-106 [in Persian].

Gomez, E., Wu, D., & Passerin, K. (2010). Computer-supported team-based learning: the impact of motivation, enjoyment and team contributions on learning outcomes. Computers & Education, 55, 378–390.

Gopalan, C., Fox, D. J., & Gaebelein, C. J. (2013). Effect of an individual readiness assurance test on a team readiness assurance test in the team-based learning of physiology. Adv Physiol Educ, 37(1), 61-64.

Grady, S. E. (2011). Team-based learning in pharmacotherapeutics. American Journal of Pharmaceutical Education, 75(7), 136.

Hernández, R. (2012). Collaborative learning: increasing students’ engagement outside the classroom. US-China Education Review, A (9), 804-812.

Hosseini, S. H. (2012). The effect of cooperative learning on academic motivation and academic achievement of psychology. Third grade High school, Master thesis, Kharazmi University [in Persian].

Janotha, B. (2015). The effect of team-based learning on student self-direct learning [Disseration]. Doctor of Education in Teaching and Learning, Hofstra University, Hempstead, New York.

Karimi Moonaghi, H., Mohammady, A., SalehMoghaddam, A., Gholami, H., Karshki, H., & zamanian, N. (2014). Comparing the effects of cooperative learning to lecture trainings on the motivational beliefs and self-regulating learning strategies. Iranian Journal of Medical Education, 14 (5), 393-402 [in Persian].

Keramati, M. R., & Hosseini, B. M. (2008). The effect of cooperative learning on student achievement in physics. Journal of Psychology & Education, 38 (2), 147-165 [in Persian].

Khalegh Khah, A., Rezayi Sharif, A., Zahed Babolan, A., & Hashemi, S. Z. (2015). Investigating the effectiveness of collaborative learning of the kind of jigsaw on self-regulation and motivation in students of elementary school. Journal of Education and Learning Studies, 7 (2), 154-182 [in Persian].

Lee, C., Yeung, A. S., & Ip, T. (2017). University english language learners' readiness to use computer technology for self-directed learning. System, 67, 99-110.

Liu, S.-N. C., & Beaujean, A. A. (2017). The effectiveness of team-based learning on academic outcomes: a meta-analysis. Scholarship of Teaching and Learning in Psychology, 3(1), 1-14.

Mellak Afzali, H., Majdzadeh, S. R., Fotouhi, A., & Tavakoli, S. (2004). Methodology of applied research in medical sciences. Tehran: Publications of Tehran University of Medical Sciences and Health Services [in Persian].

Nadi, M. A., & Sajjadian, I. (2012). Investigating validity and reliability of guglielmino´s self-directed learning readiness scale (SDLRS) among medical and dentistry students. Iranian Journal of Medical Education,12 (6), 467-479 [in Persian].

Rasoli, R., Zandvanian, A., Arvin, F., & Dehgan, S. (2013). The impact of teaching methods on creativity and achievement. The Journal of New Thoughts on Education, 8(4), 29-52 [in Persian].

Rezaee, R., & Mosalanejad, L. (2015). The effects of case-based team learning on students’ learning, self-regulation and self-direction. Global Journal of Health Science, 7, 295-306.

Sadeghi, M., & Khalili Geshnigani, Z. (2016). The role of self-directed learning on predicting academic buoyancy in students of lorestan university of medical sciences. Research in medical education, 8 (2), 9-17 [in Persian].

Saeid, N., Alinejad, M., & Godarzi, M. (2015). The effects of cognitive and meta-cognitive strategies training on self-directed learning readiness. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 6 (1), 39-47 [in Persian].

Sawatsky, A. P., Ratelle, J. T., Bonnes, S. L., Egginton, J. S., & Beckman, T. J. (2017). A model of self-directed learning in internal medicine residency: a qualitative study using grounded theory. BMC Medical Education, 17(1), 31.

Shams, A., Abdoli, B., & Shamsi Pour Dehkordi, P. (2012). The comparison of cooperative, competitive and individual learning approaches on selected physical and motor fitness factors in school children: the mediator role of perfectionism and selfesteem. Motor Behavior, 12 (1), 47-64 [in Persian].

Sharan, Y. (2010). Cooperative learning for academic and social gains: Valued pedagogy, problematic practice. Eur J Educ, 45, 300-313.

Strods, G. (2012). Cooperative learning strategies for promotion of student’s self-direction. Journal of Rezekne Academy of Technologies, The Collection of Scientific Papres, 61-83.

Sultan, S., & Hussain, I. (2012). Comparison between individual and collaborative learning: determining a strategy for promoting social skills and self-esteem among undergraduate students. J Educ Res, 15(2), 35-44.

Torabizadeh, K., Fathiazar, E., & Rahmani, A. (2010). The effect of two teaching methods on nursing student’s perception of psycho-social climate of the classroom: Jigsaw puzzle versus programmed lecture. Iranian Journal of Medical Education, 9 (4), 290-301[in Persian].

Williamson, S. N. (2007). Development of a self-rating scale of self-directed learning. Nurs Researcher,14(2), 66-68.

Zakaria, E., Solfitri, T., Daud, Y., & Abidin, Z. (2013). Effect of cooperative learning on secondary school students’ mathematics achievement. Creative Education, 4, 98-100.

Zare, H., Arezi, S. (2015). The effect of teaching methods of puzzle on students learning. Research in School and Virtual Learning, 2(6), 7-16 [in Persian].

Abbasi, A. (2011). The impact of collaborative learning on self-regulation learning strategies and motivational beliefs in middle school third grade mathematics. Master thesis, Birjand University [in Persian].

Abbasi, R., Sadipoor, E., & Asadzadeh, H. (2016). Comparison of the efficacy of three methods of cooperative learning on social skills in second grade female students. New Educational Approaches, 11(1), 105-124 [in Persian].

Arjanggi, R., & Setiowati, E. A. (2014). The effectiveness of student team-achievement division to increase self-regulated learning. 8th International Technology, Education and Development Conference, 2379-2383.

Basak, T., & Yildiz, D. (2014). Comparison of the effects of cooperative learning and traditional learning methods on the improvement of drug-dose calculation skills of nursing students undergoing internships. Health Education Journal, 73(3), 341–350.

Basharpoor, S., Amani, S., Heidari, F., & Hajilo, J. (2017). Comparing deficits related to self-directed learning in students with and without specific learning disorders. Journal of Learning Disabilities, 6(3), 53-68 [in Persian].

Behrangi, M., & Nasiri, R. (2017). The effect of teaching science using education management model on students' self-directed learning 3th grade secondary schools. Journal of New Approaches in Educational Administration, 7(28), 109-130 [in Persian].

Behrouzi, N., Shogabi, M., Mehrabizadeh honarmand, M., & Maktabi, G. (2013). A study of the relationship of self-directed learning with life satisfaction and academic performance of female students. Journal of Educational Sciences, 20(1), 155-170 [in Persian].

Bilesanmi-Awoderu, J. B., & Oludipe, D. I. (2012). Effectiveness of cooperative learning strategies on Nigerian junior secondary students’ academic achievement in basic science. British Journal of Education, Society & Behavioural Science, 2(3), 307-325.

Breed, B. (2016). Exploring a cooperative learning approach to improve self-directed learning in higher education. Journal for new generation sciences, 14 (3), 1-21.

Breed, B. (2017). Applying the elements of cooperative learning: reported influence on self-directed learning and view of cooperative learning. Journal of Communication, 7(1), 1-12.

Cheng, C. Y., Liou, S. R., Tsai, H. M., & Chang, C. H. (2014). The effects of team-based learning on learning behaviors in the maternal-child nursing course. Nurse Educ Today, 34(1), 25-30.

Fathiazar, E., Beyrami, M., Vahedi, S., & Abdollahi, V. (2015). Comparison of the effect of teaching with analogy and cooperative learning in interaction with learning styles on learning outcomes and attitude towards science. Journal of Modern Psychological Researches, 9(33), 143-169 [in Persian].

Fernandez-Rio, J., Cecchini, J. A., Méndez-Gimenez, A., Mendez-Alonso, D., & Prieto, J. A. (2017). Self-regulation, cooperative learning, and academic self-efficacy: interactions to prevent school failure. Frontiers in Psychology, 8(22), 1-10.

Fisher, M. J., & King, J. (2010). The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse Education Today, 30(1), 44-48.

Fisher, M. J., King, A., & Tague, Z. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21, 516-525.

Ghaffari, K., & Kazempour, I. (1391). The impact of cooperative learning in the development of student’s social skills. Journal of educational leadership & administration, 6 (1), 87-106 [in Persian].

Gomez, E., Wu, D., & Passerin, K. (2010). Computer-supported team-based learning: the impact of motivation, enjoyment and team contributions on learning outcomes. Computers & Education, 55, 378–390.

Gopalan, C., Fox, D. J., & Gaebelein, C. J. (2013). Effect of an individual readiness assurance test on a team readiness assurance test in the team-based learning of physiology. Adv Physiol Educ, 37(1), 61-64.

Grady, S. E. (2011). Team-based learning in pharmacotherapeutics. American Journal of Pharmaceutical Education, 75(7), 136.

Hernández, R. (2012). Collaborative learning: increasing students’ engagement outside the classroom. US-China Education Review, A (9), 804-812.

Hosseini, S. H. (2012). The effect of cooperative learning on academic motivation and academic achievement of psychology. Third grade High school, Master thesis, Kharazmi University [in Persian].

Janotha, B. (2015). The effect of team-based learning on student self-direct learning [Disseration]. Doctor of Education in Teaching and Learning, Hofstra University, Hempstead, New York.

Karimi Moonaghi, H., Mohammady, A., SalehMoghaddam, A., Gholami, H., Karshki, H., & zamanian, N. (2014). Comparing the effects of cooperative learning to lecture trainings on the motivational beliefs and self-regulating learning strategies. Iranian Journal of Medical Education, 14 (5), 393-402 [in Persian].

Keramati, M. R., & Hosseini, B. M. (2008). The effect of cooperative learning on student achievement in physics. Journal of Psychology & Education, 38 (2), 147-165 [in Persian].

Khalegh Khah, A., Rezayi Sharif, A., Zahed Babolan, A., & Hashemi, S. Z. (2015). Investigating the effectiveness of collaborative learning of the kind of jigsaw on self-regulation and motivation in students of elementary school. Journal of Education and Learning Studies, 7 (2), 154-182 [in Persian].

Lee, C., Yeung, A. S., & Ip, T. (2017). University english language learners' readiness to use computer technology for self-directed learning. System, 67, 99-110.

Liu, S.-N. C., & Beaujean, A. A. (2017). The effectiveness of team-based learning on academic outcomes: a meta-analysis. Scholarship of Teaching and Learning in Psychology, 3(1), 1-14.

Mellak Afzali, H., Majdzadeh, S. R., Fotouhi, A., & Tavakoli, S. (2004). Methodology of applied research in medical sciences. Tehran: Publications of Tehran University of Medical Sciences and Health Services [in Persian].

Nadi, M. A., & Sajjadian, I. (2012). Investigating validity and reliability of guglielmino´s self-directed learning readiness scale (SDLRS) among medical and dentistry students. Iranian Journal of Medical Education,12 (6), 467-479 [in Persian].

Rasoli, R., Zandvanian, A., Arvin, F., & Dehgan, S. (2013). The impact of teaching methods on creativity and achievement. The Journal of New Thoughts on Education, 8(4), 29-52 [in Persian].

Rezaee, R., & Mosalanejad, L. (2015). The effects of case-based team learning on students’ learning, self-regulation and self-direction. Global Journal of Health Science, 7, 295-306.

Sadeghi, M., & Khalili Geshnigani, Z. (2016). The role of self-directed learning on predicting academic buoyancy in students of lorestan university of medical sciences. Research in medical education, 8 (2), 9-17 [in Persian].

Saeid, N., Alinejad, M., & Godarzi, M. (2015). The effects of cognitive and meta-cognitive strategies training on self-directed learning readiness. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 6 (1), 39-47 [in Persian].

Sawatsky, A. P., Ratelle, J. T., Bonnes, S. L., Egginton, J. S., & Beckman, T. J. (2017). A model of self-directed learning in internal medicine residency: a qualitative study using grounded theory. BMC Medical Education, 17(1), 31.

Shams, A., Abdoli, B., & Shamsi Pour Dehkordi, P. (2012). The comparison of cooperative, competitive and individual learning approaches on selected physical and motor fitness factors in school children: the mediator role of perfectionism and selfesteem. Motor Behavior, 12 (1), 47-64 [in Persian].

Sharan, Y. (2010). Cooperative learning for academic and social gains: Valued pedagogy, problematic practice. Eur J Educ, 45, 300-313.

Strods, G. (2012). Cooperative learning strategies for promotion of student’s self-direction. Journal of Rezekne Academy of Technologies, The Collection of Scientific Papres, 61-83.

Sultan, S., & Hussain, I. (2012). Comparison between individual and collaborative learning: determining a strategy for promoting social skills and self-esteem among undergraduate students. J Educ Res, 15(2), 35-44.

Torabizadeh, K., Fathiazar, E., & Rahmani, A. (2010). The effect of two teaching methods on nursing student’s perception of psycho-social climate of the classroom: Jigsaw puzzle versus programmed lecture. Iranian Journal of Medical Education, 9 (4), 290-301[in Persian].

Williamson, S. N. (2007). Development of a self-rating scale of self-directed learning. Nurs Researcher,14(2), 66-68.

Zakaria, E., Solfitri, T., Daud, Y., & Abidin, Z. (2013). Effect of cooperative learning on secondary school students’ mathematics achievement. Creative Education, 4, 98-100.

Zare, H., Arezi, S. (2015). The effect of teaching methods of puzzle on students learning. Research in School and Virtual Learning, 2(6), 7-16 [in Persian].