Using cooperative learning strategy to increase undergraduate students’ engagement and performance

References

• Aldosari, A. 2016. “Using cooperative learning strategies to increase students’ participation and positive learning outcomes.” Master’s Thesis, State University of New York at Fredonia, New York.
   Google Scholar
• Barkley, E. F. 2010. Student Engagement Techniques: A Handbook for College Faculty. San Francisco: John Willey & Sons Inc.
   Google Scholar
• Brokaw, A. J., and D. V. Rudd. 2002. “Strategies for Team Selection for Group Projects in Marketing.” Great Ideas for Teaching Marketing.
   Google Scholar
• Burke, A. 2011. “Group Work: How to Use Groups Effectively?” The Journal of Effective Teaching 11 (2): 87–95.
   Google Scholar
• Chalachew, G., and M. Andargachew. 2007. “Increasing Individual Student Concern, Involvement and Responsibility in Group Assignment”. Paper Presented at May Annual International Educational Conference of Bahir Dar University, Bahir Dar, Ethiopia, May 2016.
   Google Scholar
• Chuaprapaisilp, A. 1997. “Action Research: Improving Learning from Experience in Nurse Education in Thailand.” In Participatory Action Research: International Contexts and Consequences, edited by R. McTaggart, 247–261. Albany: State University of New York Press.
   Google Scholar
• Clarke, B., M. Pearce, and D. Gannaway. 2004. “Using Collaborative Learning to Develop Transferable Skills”. Flinders University, Adelaide, South Australia. http://www.herdsa.org.au/conference2004/Contributions/RPapers/P015-jt.pdf.
   Google Scholar
• Cohen, E. 1994. Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Baltimore: John Hopkins University Press.
   Google Scholar
• Creswell, J. W. 2014. Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 4th ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Demirci, C. 2017. “The Effect of Active Learning Approach on Attitudes of 7th Grade Students.” International Journal of Instruction 10 (4): 129–144. https://doi.org/10.12973/iji.2017.1048a.
   Web of Science ®Google Scholar
• Divaharan, S., and L. Atputhasamy. 2002. “An Attempt to Enhance the Quality of Cooperative Learning Through Peer Assessment.” The Journal of Educational Enquiry 3 (2): 72–83.
   Google Scholar
• Duckworth, A. H. 2010. “Cooperative Learning: Attitudes, Perceptions, and Achievement in a Traditional, Online, and Hybrid Instructional Setting.” Dissertation 871. https://aquila.usm.edu/dissertations/871.
   Google Scholar
• Elgort, I., A. G. Smith, and J. Toland. 2008. “Is Wiki an Effective Platform for Group Course Work?” Australasian Journal of Educational Technology 24 (2): 195–210. https://doi.org/10.14742/ajet.1222.
   Web of Science ®Google Scholar
• Fall, R., N. Webb, and N. Chudowski. 2000. “Group Discussion and Large-Scale Language Arts Assessment: Effects on students’ Comprehension.” American Educational Research Journal 37:911–941. https://doi.org/10.3102/00028312037004911. 4
   Web of Science ®Google Scholar
• Ford, M., and J. Morice. 2003. “How Fair are Group Assignments? A Survey of Students and Faculty and a Modest Proposal.” Journal of Information Technology Education 2:367–378. https://doi.org/10.28945/335.
   Google Scholar
• Freire, P. 2008. The “Banking” Concept of Education. Ways of Reading, edited by D. Bartholomae and A. Petrosky, 8th ed., 242–254. Boston: Bedford- St. Martin’s.
   Google Scholar
• Gillies, R. M. 2016. “Cooperative Learning: Review of Research and Practice.” Australian Journal of Teacher Education 41 (3): 39–54. https://doi.org/10.14221/ajte.2016v41n3.3.
   Web of Science ®Google Scholar
• Johnson, M., and K. Button. 2000. “Connecting Graduate Education in Language Arts with Teaching Contexts: The Power of Action Research.” English Education 32 (2): 107–126.
   Google Scholar
• Johnson, D., and R. Johnson. 1996. “Conflict Resolution and Peer Mediation Programs in Elementary and Secondary Schools: A Review of the Research.” Review of Educational Research 66 (4): 459–506. https://doi.org/10.3102/00346543066004459.
   Web of Science ®Google Scholar
• Johnson, D. W., and R. T. Johnson. 2002. “Learning Together and Alone: Overview and Meta- Analysis.” Asia Pacific Journal of Education 22 (1): 95–105. https://doi.org/10.1080/0218879020220110.
   Google Scholar
• Johnson, D., R. Johnson, C. Roseth, and T. Shin. 2014. “The Relationship Between Motivation and Achievement in Interdependent Situations.” Journal of Applied Social Psychology 44 (9): 622–633. https://doi.org/10.1111/jasp.12280.
   Web of Science ®Google Scholar
• Johnson, D., R. Johnson, and K. Smith. 1991. Active Learning: Cooperation in a College Classroom. Edina, MN: Interaction Book.
   Google Scholar
• Johnson, D W., R T. Johnson, and K A. Smith. 2006. Active Learning: Cooperation in the University Classroom. 3rd ed. Edina, MN: Interaction.
   Google Scholar
• Liao, Hui-Chuan. 2006. “Effects of Cooperative Learning on Motivation, Learning Strategy Utilization, and Grammar Achievement of English Language Learners in Taiwan.“ Theses and Dissertations, University of New Orleans, USA.
   Google Scholar
• McNiff, J. 2002. Action Research: Principles and Practice. 2nd ed. London: Routledge. https://doi.org/10.4324/9780203199961.
   Google Scholar
• Mello, J.A. 1993. “Improving Individual Member Accountability in Small Work Group Settings.” Journal of Management Education 17 (2): 253–259. https://doi.org/10.1177/105256299301700210.
   Google Scholar
• Morris, R., and C. Hayes. 1997. “Small Group Work: Are Group Assignments a Legitimate Form of Assessment.“ In Learning Through Teaching, edited by R. Pospisal and L. Willcoxson, 229–233. Perth: Murdoch University.
   Google Scholar
• O’Connor, K. A., H. C. Greene, and P. J. Anderson. 2006. Action Research: A Tool for Improving Teacher Quality and Classroom Practice. Project: Pre-service Teacher Education, East Carolina. https://www.researchgate.net/publication/234749663.
   Google Scholar
• Slavin, R. 2014. “Cooperative Learning and Academic Achievement: Why Does Group Work Work?” Anales de Psicología 30 (3): 785–791. https://doi.org/10.6018/analesps.30.3.201201.
   Web of Science ®Google Scholar
• Sormunen, E., M. Tanni, T. Alamettälä, and J. Heinström. 2014. “Students’ Group Work Strategies in Source-Based Writing Assignments.” Journal of the Association for Information Science and Technology 65 (6): 1217–1231. https://doi.org/10.1002/asi.23032.
   Web of Science ®Google Scholar
• Springer, L., M. E. Stanne, and S.S. Donovan. 1999. “Effects of Small Group Learning of Undergraduate Science, Mathematics, Engineering and Technology: A Meta-Analysis.” Review of Educational Research 69 (1): 21–51. https://doi.org/10.3102/00346543069001021.
   Web of Science ®Google Scholar
• Stahl, G. 2006. “Group Cognition: Computer Support for Building Collaborative Knowledge”. http://gerrystahl.net/mit/stahl%20group%20cognition.pdf.
   Google Scholar
• Tanner, K., L. S. Chatman, and D. Allen. 2009. “Approaches to Cell Biology Teaching: Cooperative Learning in the Science Classroom—Beyond Students Working in Groups.” Cell Biology Education 2 (1): 1–5. https://doi.org/10.1187/cbe.03-03-0010.
   Google Scholar
• Tripp, D. 2005. “Action Research: A Methodological Introduction.” Educaçãoe Pesquisa 31 (3): 1–21. ( Project: Teaching Action Learning/Action Research).
   Google Scholar
• Tsay, M., and M. Brady. 2010. “A Case Study of Cooperative Learning and Communication Pedagogy: Does Working in Teams Make a Difference?” Journal of the Scholarship of Teaching & Learning 10 (2): 78–89.
   Google Scholar
• Vaughan, W. 2002. “Effects of Cooperative Learning on Achievement and Attitude Among Students of Color.” The Journal of Educational Research 95 (6): 359–364. https://doi.org/10.1080/00220670209596610.
   Web of Science ®Google Scholar