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Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study

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  • Jose Antonio Prieto-Saborit

    (Faculty of P. Ossó, University of Oviedo, C/Prao Picón, 33008 Oviedo, Spain)

  • David Méndez-Alonso

    (Faculty of P. Ossó, University of Oviedo, C/Prao Picón, 33008 Oviedo, Spain)

  • Ana Fernández-Viciana

    (Faculty of P. Ossó, University of Oviedo, C/Prao Picón, 33008 Oviedo, Spain)

  • Laxmi J. Dixit Dixit

    (Faculty of P. Ossó, University of Oviedo, C/Prao Picón, 33008 Oviedo, Spain)

  • Paloma Nistal-Hernández

    (Faculty of P. Ossó, University of Oviedo, C/Prao Picón, 33008 Oviedo, Spain)

Abstract

Active pedagogies and specifically cooperative learning have been described as effective tools for inclusion and educational equity, a key concept in objective 4 within the Sustainable Development Goals. The aim of this study was to test the temporal stability of a cooperative learning (CL) over two academic years and to analyse its effects on achievement in mathematics. The sample consisted of 6456 students enrolled in school in Spain, aged between 10 and 15 years. The results showed some consistency in the use of this methodology during two school years. Mathematics scores correlated positively with all elements of CL in each of the separate school years. However, logistic regression data showed a significant drop in mathematics. In contrast, during the same period, four of the five elements of CL correlated positively with the results.

Suggested Citation

  • Jose Antonio Prieto-Saborit & David Méndez-Alonso & Ana Fernández-Viciana & Laxmi J. Dixit Dixit & Paloma Nistal-Hernández, 2022. "Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study," Sustainability, MDPI, vol. 14(23), pages 1-10, December.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:23:p:16243-:d:994274
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    References listed on IDEAS

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    1. Maria Laura Di Tommaso & Dalit Contini & Dalila De Rosa & Francesca Ferrara & Daniela Piazzalunga & Ornella Robutti, 2021. "Tackling the gender gap in mathematics with active learning methodologies," Carlo Alberto Notebooks 657, Collegio Carlo Alberto.
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    3. Antonio-José Moreno-Guerrero & Marina Rondón García & Nazaret Martínez Heredia & Antonio-Manuel Rodríguez-García, 2020. "Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics," Mathematics, MDPI, vol. 8(3), pages 1-16, March.
    4. Arturo Fuentes-Cabrera & María Elena Parra-González & Jesús López-Belmonte & Adrián Segura-Robles, 2020. "Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study," Mathematics, MDPI, vol. 8(9), pages 1-14, September.
    5. Javier Cifuentes-Faura & Ursula Faura-Martínez & Matilde Lafuente-Lechuga, 2020. "Assessment of Sustainable Development in Secondary School Economics Students According to Gender," Sustainability, MDPI, vol. 12(13), pages 1-16, July.
    6. Jose Antonio Prieto-Saborit & David Méndez-Alonso & Jose Antonio Cecchini & Ana Fernández-Viciana & Jose Ramón Bahamonde-Nava, 2021. "Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths," Sustainability, MDPI, vol. 13(15), pages 1-12, July.
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    Cited by:

    1. Dante Rodríguez-Luna & Olga Rubilar & Marysol Alvear & Joelis Vera & Marcia Zambrano Riquelme, 2023. "Implementation of Environmental Engineering Clinics: A Proposal for an Active Learning Methodology for Undergraduate Students," Sustainability, MDPI, vol. 16(1), pages 1-13, December.

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