An Approachment to Cooperative Learning in Higher Education: Comparative Study of Teaching Methods in Engineering
Raquel Pérez Estébanez 1 *
More Detail
1 Universidad Complutense de Madrid* Corresponding Author


In the way of continuous improvement in teaching methods this paper explores the effects of Cooperative Learning (CL) against Traditional Learning (TL) in academic performance of students in higher education in two groups of the first course of Computer Science Degree at the university.

Material and methods:
The empirical study was conducted through an analysis of covariance (ANCOVA) in order to assess whether teaching methods have a significant effect on academic performance.

The results show that teaching methods did not have a significant effect on the academic performance of the students. However, informal interviews with students revealed that they preferred CL. The study also explores whether there was a relationship between the average scores for conceptual and problem-type questions between both groups through a t-test analysis and for both courses there was no significant difference in the exam results between the two groups.

Students who were exposed to TL methods outperformed the students who were taught via CL in mid-term exam. However, the result is opposite in the final exam where students from CL obtained better scores. Finally, with CL techniques students got better global results because they acquired a depper understanding of the materia.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 5, May 2017, 1331-1340

Publication date: 26 Dec 2016

Article Views: 3738

Article Downloads: 4652

Open Access References How to cite this article