The Effect of Cooperative Learning On The Learning Approaches of Students With Different Learning Styles
The Effect of Cooperative Learning On The Learning Approaches of Students With Different Learning Styles
The Effect of Cooperative Learning On The Learning Approaches of Students With Different Learning Styles
Esma OLAK
Suggested Citation:
olak, E. (2015). The effect of cooperative learning on the learning approaches of
students with different learning styles. Eurasian Journal of Educational Research,
59, 17-34.http://dx.doi.org/10.14689/ejer.2015.59.2
Abstract
Problem Statement: For this study, a cooperative learning process was
designed in which students with different learning styles could help each
other in heterogeneous groups to perform teamwork-based activities. One
aspect deemed important in this context was whether the instructional
environment designed to reach students with different learning styles
would allow students to better engage in deep learning.
Purpose of Study: The purpose of the study was to determine the
effectiveness of cooperative learning activities in ensuring deep learning
according to students learning styles.
Methods: For this single-group pretestposttest study, a purposive
sampling method was used to form the sample of 39 students attending
the course Special Teaching Methods as part of a pedagogical certification
program at a state university in Turkey. During the study, the Grasha
Riechmann Student Learning Style Inventory was used to determine
students learning styles and the study process questionnaire to determine
their learning approaches. Covariance analysis was performed for all
research questions.
Findings and Results: Posttest student scores for the deep learning approach
demonstrated significant differences depending on learning style.
According to these scores, students with cooperative and competitive
learning styles fared better with the deep learning approach than students
with avoidant, dependent, and participative learning styles. By contrast,
the students posttest scores for surface learning demonstrated no
significant differences regarding learning styles.
Dr. Mimar Sinan Fine Arts University. Science and Literacy Faculty, Department of
Educational Sciences, e-mail: esma.colak@msgsu.edu.tr
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Introduction
For many of us, the Learning Paradigm has always lived in our hearts. As
teachers, we want above all else for our students to learn and succeed, but the hearts
feeling has not lived clearly and powerfully in our heads. Now, the elements of the
Learning Paradigm permeate the air. Our heads are beginning to understand what
our hearts have known. However, none of us has yet put all the elements of the
Learning Paradigm together in a conscious, integrated whole (Barr & Tagg, 1995,
p.2).
In the 20 years that have passed since Barr and Tagg (1995) expressed the
abovementioned opinion, the importance accorded to effective learning has
increased considerably, and numerous studies have been conducted on different
aspects of the learning paradigm in order to answer the question, How can we
ensure effective learning? Effective learning refers to a process in which students
actively employ metacognitive strategies that involve planning, observation, and
reflection (Watkins, Carnell, Lodge, Wagner, & Whalley, 2002). In this context, the
term effective learners refers to students who are aware of their own learning
processes and who systematically endeavor to make their learning experiences more
meaningful in order to achieve their goals. Used for achieving effective learning, this
approach is also called deep learning, a concept first described in 1976 by Marton
and Slj (Biggs, Kember, & Leung, 2001) and defined as one of two approaches used
by students when they engage in learning activities. Deep learning is associated with
a need for meaningful learning experiences. For example, students who display the
deep learning approach participate in learning processes with genuine interest and
by asking questions that they wish to see answered, while also deriving more
enjoyment from the overall learning process (Biggs & Tang, 2011). The other
approach described in Marton and Sljs (1976) study is the surface learning
approach, which in contrast to deep learning involves negative feeling toward the
learning process and an emphasis on remembering information instead of
questioning and understanding (Biggs & Tang, 2011). Achieving meaningful
learningthat is, achieving effective learningis possible only for students who
employ a deep learning approach.
In Barr and Taggs views described above (1995, p. 2), creating environments in
which students can experience effective and deep learning requires a holistic
consideration of all learning variables. Among the numerous different variables
associated with learning, the researchers focused first on the learning style, believed
to have a determining role on students learning approaches due to differences in
Eurasian Journal of Educational Research 19
Method
Study Design
The study adopted a single-group pretestposttest design. Subject scores
regarding the dependent variable obtained prior to the study activities were referred
to as the pretest scores, while scores obtained after the completion of the study
activities were referred to as the posttest scores. Both types were obtained by using
the same subjects and study tools (Bykztrk, akmak, Akgn, Karadeniz, &
Demirel, 2010).
Study Group
A purposive sampling method was used to determine the study group, which is a
method that allows the in-depth evaluation of cases and situations with a wealth of
information to consider (Patton, 1999). This study was conducted with a group of 39
students attending the course Special Teaching Methods as part of a pedagogical
certification program provided at a state university in Turkey. Of the students in the
study group, 28 (72%) were women and 11 (28%) were men.
Study Tools
GrashaRiechmann Student Learning Style Inventory. This inventory developed
by GrashaReichmann (Grasha, 2002) was used to determine students learning
Eurasian Journal of Educational Research 21
styles. The scale was previously adapted to Turkish by Zereyak (2005), who also
performed its associated validity and reliability studies. In this study, the inventory
was administered to 239 students receiving their education in four different
departments of Ankara Universitys Faculty of Education. Based on data obtained
from the study group, Cronbachs alpha internal consistency coefficient of the entire
scale was .83, while the coefficient of the subdimensions varied from .53.78. In this
study, the internal consistency of the entire scale was .77.
Study process questionnaire. To assess students study approaches, this study
used the study process questionnaire developed by Biggs et al. (2001) for university
students that was previously adapted to Turkish by Ylmaz and Orhan (2011). The
questionnaire consisted of 20 items organized under two dimensions: deep learning
and surface learning. Of the items on this questionnaire, 10 related to deep learning
and the other 10 to surface learning. For the questionnaire, the Cronbachs alpha
coefficient for the deep learning approach was .79, while the coefficient for the
surface learning approach was .73. For this study, Cronbachs alpha coefficient for
the deep learning approach was .81, while the coefficient for the surface learning
approach was .75.
Study Procedure
The study was conducted for a period of 6 weeks with a group of 39 students
attending the course titled Special Teaching Methods during the second semester of a
pedagogical certification program in a Turkish state university. A week before
commencing the study procedures, the GrashaRiechmann Student Learning Style
Inventory and study process questionnaire were administered to the students, who
were also given information regarding the overall framework of the study
procedures and the basic principles of cooperative learning and teamwork.
Following this, the students were assigned into heterogeneous groups in
consideration of their first-semester grades, inventory scores, gender, and
department. To ensure that the groups socialized and developed a team spirit among
their members, the master designer technique was employed (Akgz, 1992). To
further reinforce team spirit, each group was also instructed to choose a group name
and group prize.
The theoretical and applied activities related to the instructional methods
included in this study (i.e., cooperative learning, the 5E teaching method, multiple
intelligence, six hats, examples, discussions, drama, role playing, problem-based
teaching, and project-based teaching methods) were implemented during the 6-week
study period by using different cooperative learning techniques (i.e., team game
tournament, student teams achievement divisions, jigsaw, and group investigation).
The principles of cooperative learning were followed during these study activities,
and each week a lesson plan was formed regarding the method being used and
implemented. Prior to applying assessment criteria regarding the lesson plans,
students were informed of the criteria. Feedback regarding the activities and study
process was also obtained every week. At the end of the study activities, the study
process approach questionnaire was administered again.
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Data Analysis
All statistical analyses of the study data were performed by using the Statistical
Package for the Social Sciences version 17.0. Covariance analysis (ANCOVA) was
performed for all of the studys research questions. Within the context of ANCOVA,
the LSD test was used to perform multiple comparisons of the mean scores. The level
of statistical significance was accepted to be p < .05.
SD values were used to group learning style subdimensions. Score ranges within
the five-point scales were determined based on a single SD value. Afterward, the
arithmetic mean for each learning style was calculated for every student to determine
his or her predominant learning style.
Table 1
Score Ranges for the GrashaReichmann Student Learning Style Inventory
Table 1 provides the ranges used to evaluate scores from the GrashaReichmann
Student Learning Style Inventory. To group students according to the subdimensions
of the learning styles, the arithmetic means of their scores from the inventory were
considered according to the ranges described above. For each student, a learning
style whose range corresponded to the students highest score was accepted as his or
her predominant learning style. The frequency of learning styles among the students
appears in Table 2.
Eurasian Journal of Educational Research 23
Table 2
Frequency of Student Learning Styles
Independent 7 17.9
Avoidant 7 17.9
Cooperative 6 15.4
Dependent 5 12.8
Competitive 7 17.9
Participative 7 17.9
Total 39 100.0
Findings
Findings Related to the First Research Question
To perform ANCOVA, it was necessary to satisfy assumptions regarding
normality, the equation of the variance, and the equation of the regression lines.
Based on analyses performed to satisfy the assumptions, it was determined with the
KolmogorovSmirnov test that the pre- and posttest deep learning scores had normal
distribution (pretest deep learning approach z = .76, p = .61; posttest deep learning
approach z = .82, p = .51). Levenes test demonstrated that the variance of the data
was homogenous (F(533) = 1.79; p = .14; p > .05). It was also observed that the effect
of the group pretest results on posttest scores was not significant (F(527) = 1.554; p =
.21, p > .05). Based on this observation, the slopes of the regression lines calculated
for predicting posttest results were equal. The corrected means of the deep approach
scores appear in Table 3.
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Table 3
Corrected Mean Values of Deep Approach Scores
As shown in Table 3, cooperative and competitive learning styles had the highest
mean values (38.04 and 37.71, respectively). ANCOVA was performed to determine
whether there was any significant difference between the groups corrected posttest
scores, the results of which appear in Table 4.
Table 4
Covariance Analysis Results for Deep Learning Approach Posttest Scores
with the deep learning approach than students with the avoidant (X = 31.96),
dependent (X = 31.76), and participative (X = 31.79) learning styles.
Findings Related to the Second Research Question
To perform ANCOVA, it was necessary to satisfy assumptions regarding
normality, the equation of the variance, and the equation of the regression lines.
Based on the analysis performed to satisfy the assumptions, it was determined with
the KolmogorovSmirnov test that pre- and posttest surface learning scores had
normal distribution (pretest surface learning approach, z = 1.04, p = .22; posttest
surface learning approach, z = .50, p = .96). Levenes test demonstrated that the
variances of data were homogenous (F(533) = 1.67; p = .17; p > .05). It was also
observed that the effect of the group pretest results on posttest scores was not
significant (F(527) = 1.63; p = .19, p > .05), which indicates that the slopes of the
regression lines calculated for predicting the posttest results were equal. The values
of the corrected means for the surface approach scores appear in Table 5.
Table 5
Corrected Mean Values for Surface Approach Scores
As shown in Table 5, the avoidant and dependent learning styles had the highest
mean values (X = 32.25 and X = 29.581, respectively). ANCOVA was performed to
determine whether there was any significant difference between the corrected
posttest scores of the groups, the results of which are provided in Table 6.
26 Esma olak
Table 6
Covariance Analysis Results for Surface Learning Approach Posttest Scores
and group homework have the effect of increasing the deep learning approach scores
of students (Hall, Ramsay, & Raven, 2002; Liddle, 2000). Fok and Watkins (2007)
implemented a cooperative learning approach supported by constructivist teaching
methods to secondary-school students for a period of 2 months and described
improvement in the deep learning approach of these students. Azmahani, Khairiyah,
Amirmudin, and Jamaludin (2013), by contrast, implemented the cooperative
problem-based learning approach to first-year university engineering students for
three semesters and made similar observations regarding the increase in students
deep learning scores by the end of the period. In another study, courses for third-
year teacher candidates were conducted by using the student teams achievement
division technique for a period of 12 weeks, after which it was described that the
technique increased the students deep learning strategies in comparison to direct
teaching approaches (Wyk, 2012).
Interestingly, the study procedures did not result in any significant difference in
the scores of students showing the participative learning style. Considering the
characteristics of the different learning styles, it was expected that cooperative
learning activities, which follow a learner-centered approach, would positively
impact the learning approaches of participative students. In the literature, methods
involving discussion and cooperative learning are described as being effective for
students exhibiting cooperative, competitive, and participative learning styles
(Hamidah, Sarina, & Kamaruzaman, 2009). Similarly, in describing the characteristics
of the participative learning style, Grasha (2002) described how individuals with this
learning style could benefit from group discussion activities. Considering findings in
current literature, the unexpected results of our study regarding the participative
learning style might have stemmed from the difficulties experienced by group
members in properly structuring and organizing their discussion activities during
teamwork-based activities.
Uysal (2010) determined that the cooperative learning academic contrast
technique positively affected the problem-solving skills of students with cooperative
and competitive learning styles. Based on the view that deep learners possess the
necessary skills for effective problem solving, such as the ability to focus on chief
points to solve a problem, and the ability to identify relationships between a problem
and available evidence (Houghton, 2004), a parallel can be drawn between this study
and Uysals (2010). In the context of the current study, the increase in deep learning
scores observed among students with cooperative and competitive learning styles
can be described in a manner similar to Uysal (2010) as the result of an environment
created by cooperative learning favorable to the development of positive learning
characteristics in these students.
Based on ANCOVA results of the second research question, posttest surface
learning scores did not demonstrate any significant difference regarding student
learning styles. However, an evaluation of the corrected means indicated that surface
learning scores were especially higher among students with the avoidant and
dependent learning styles.
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Dart (2000; cited by Ellezi & Sezgin, 2002) has described how the deep learning
approach might be associated with constructivism insofar as individuals use
cognitive processes and improve them in order to constitute knowledge and
meaning. The surface learning approach, by contrast, is related to teacher-centered
instruction in which information is instantly transferred from teacher to student.
Though instructors insist upon the opposite, it is known that surface learning
continues as the predominant approach in institutions of higher education (Coffield,
Moseley, Hall, & Ecclestone, 2004). Various researchers (Marburger, 2005; Millis,
2010; Shimazoe & Aldrich, 2010) have described cooperative learning as a learner-
centered approach that is effective for reducing surface learning among students and
promoting deep learning instead. However, these researchers have also expressed
that, in light of current data and given its predominance in higher education, the
surface learning approach is not likely to be abandoned in the near future.
No significant difference was observed in the current study between learning
styles with respect to surface learning scores. However, an evaluation of the
corrected means demonstrated that the dependent and avoidant learning styles had
the highest means in terms of surface learning. Since these learning styles also
represent the most distant to student-centered learning processes, the observed
results are unsurprising given the learning styles characteristics. For students with a
dependent learning style, the teacher is the primary source of learning and guidance
is continually necessary. Students with the avoidant learning style, by contrast, do
not act in a participative manner during learning processes, show no willingness to
participate in any activity, and avoid all responsibility (Jonassen & Grabowski, 2011).
Students exhibiting the dependent and avoidant learning styles thus experience
difficulties in adapting to cooperative learning environments that emphasize team
motivation, individual responsibility, and team dependence. In these environments,
such students become introverted, preferring to engage more in surface learning and
to work only to meet minimum requirements.
The results also indicated that students continued to maintain their long-standing
surface learning approaches. Similarly, in a study conducted by Hermann (2013) of
university students for one semester, it was observed that cooperative learning
activities did not result in any significant difference regarding students surface
learning scores. Earlier, in a study conducted by olak (2006) of high-school students
for 6 months without taking learning styles into account, it was demonstrated that
cooperative learning did not have any significant effect on surface learning scores.
Nevertheless, implementing cooperative learning for longer periods could prompt
different results. The strong influence of cooperative learning on learning styles
might have the potential to manifest among the surface learning points of different
learning styles. In sum, study data indicated that surface learning cannot be changed
by short-term activities among individuals with different learning characteristics,
especially in the context of an education system based on traditional exams.
Considering the didactic approaches to which students have been exposed during
much of their academic lives, it can be expected that they will experience short-term
difficulties in adapting to study groups operating according to different approaches.
Eurasian Journal of Educational Research 29
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Atf:
olak, E. (2015). The effect of cooperative learning on the learning approaches of
students with different learning styles. Eurasian Journal of Educational Research,
59, 17-34
zet
Problem Durumu: Nitelikli renmeyi nasl salayabiliriz? sorusu eitim bilimleri
alannda yaplan almalarn odak noktasn oluturan bir sorudur. Nitelikli
renenler kendi renme srelerinin farknda olan, amaca ulamak zere renme
Eurasian Journal of Educational Research 33
srecini planl bir ekilde anlaml klmaya alan renenlerdir. Nitelikli renmeye
ynelik bu yaklam, rencilerin bir renme grevine ynelik kulland iki
yaklamdan biri olan derin yaklam olarak da tanmlanr. renciler nitelikli bir
renme srecinden uzaklaarak ezberlemeye ve dsal motivasyon odaklarna
yneldiinde ise renme yaklamlarnn dier bir boyutu olan yzeysel renme
ortaya kar. Kalc ve anlaml bir baka deyile nitelikli renmeye ulamak ise
ancak nitelikli bir renme srecine odaklanan derin renme yaklamn kullanan
renciler iin olas grlmektedir. O zaman tm rencilerde bu yaklama doru
bir ynelimin salanmas nemli grlmektedir. Ancak bireylerin renmeye
ynelik farkl yollar vardr; renme srecinde rol oynayan pek ok deiken
bulunmaktadr. Bu almada bu deikenlerden biri olan renme stilleri de
aratrma srecine dahil edilmitir. Buradaki temel gereke bireylerin renmeye
ynelik farkl yollar olduu ve retim sreci bu stillere uyduunda renmenin
salanaca dncesidir. Bu balamda nemli olan da farkl renme stillerine
sahip tm rencilerin nitelikli renmeler salayabilecei, derin renmeye
ulaabilecei ortamlarn yaratlmasdr. Byle bir ortam yaratmada en nemli faktr
ise kullanlacak retim yntemidir. birlikli renmenin farkl renme stiline
sahip rencilerde renmeyi salayabildii belirtilmektedir. nk takmlar
halinde almak ve gerek yaam balamlarn oluturmak rencilerin kritik
dnme becerilerini arttrr ve teoriyi uygulamaya dntrmelerini destekler; bu
yolla derin renenler olmalarnn da kapsn aar. nk ibirlikli renmede,
etkinlikler renenlerde derin ve zengin renmeyi salamak zere yaplandrlr.
te bu zellikleri nedeni ile ibirlikli renme hem renme stillerine duyarl bir
retim ortam yaratmada hem de derin renmeyi salamada nemli bir frsat
sunmaktadr. almada ayrk gruplar anlay ile farkl zellikler tayan bireyleri
takm almas iinde bir araya getiren ibirlikli renme anlayna ynelik bir
retim sreci dzenlenmi ve bu yolla farkl renme stiline sahip rencilere
ulalmas hedeflenmitir. Burada sorulmas gereken asl soru ise farkl renme
stillerine sahip rencilere ulamak amac ile gerekletirilen bu retimin
rencilerin renme iine daha derinlemesine girimelerine frsat salayp
salamayacadr. Bu noktadan hareketle almada ibirliine dayal retim
tasarm ile ders alan rencilerin derin renme ve yzeysel renme
yaklamndan aldklar puanlar renme stillerine gre farkllk gstermekte
midir? problemi odak noktasna alnmtr.
Aratrmann Amac: almada nitelikli renmenin neminden hareketle, renme
stillerine duyarl bir yap ieren ibirlikli renmenin rencilerin derin renmeye
ynelmesini salamadaki etkisinin belirlenmesi amalanmtr. Bu ama erevesinde
iki probleme cevap aranmtr. (1) rencilerin derin renme ntest puanlar
kontrol edildiinde ibirliine dayal retim tasarm ile ders alan rencilerin derin
renme sontest puanlar renme stillerine gre farkllk gstermekte midir? (2)
rencilerin yzeysel renme ntest puanlar kontrol edildiinde ibirliine dayal
retim tasarm ile ders alan rencilerin yzeysel renme sontest puanlar
renme stillerine gre farkllk gstermekte midir?
34 Esma olak