Page 80 - ACADEMIC REDING

The Title:
The Impact of Cooperative Learning on Student Engagement: Results
from an Intervention
The Result:
Pre-data were collected at the end of the 5-week teaching period as usual

(n = 190), and post-data were collected 5 weeks after the cooperative learning
intervention (n = 170). A total of 218 students provided data. Only data from 142
students answering both questionnaires were included in the statistical analysis.

The mean score of the questionnaire which is shown in figure 1 below was

then analyzed using t-test based on the three categories: changes on deep
approach, surface approach, and in-class participation scales. The result of the t-
test is shown in table 1.

Figure 1. The Mean of the Questionnaires.

26 25,86
25,46
24
23,3
22 23,02
20

18 18,37
17,65
16
Presentation Tutorial Cooperative Activity
Deep Surface In-class Participation

Table 1. The Result of the T-test.

The Deep Approach The Surface Approach The In-class Participation
t(140) = −0.930 t(140) = −0.553 t(140) = −2.405

p > 0.05 p > 0.05 p < 0.05
r = 0.08 r = 0.05. r = 0.199

Based on the Figure 1 and the Table 1, it is clear that on average, students
did not adopt a deeper approach in cooperative learning tutorials compared to
student presentation tutorials. It is seen from a really insignificant increase of the

mean (M) from M = 23.02 to M = 23.30, with t(140) = −0.930, p > 0.05, r =

0.08. The effect of cooperative activity to the surface approach engagement is
also remain insubstantial due to almost constant score of the M which is from M
= 25.46 to M = 25.86, with t(140) = −0.553, p > 0.05, r = 0.05. However, on

average, students did participate more in the cooperative learning tutorials

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