Identifying Students’ Attitude Toward Cooperative Learning at the University Level

Abstract

Cooperative learning empowers people to work together towards success that not only benefits them but also to the benefit of the group at large. This study focuses on the investigation of attitudes toward cooperative learning among students at a university and whether such attitudes contain gender-based differences. It also investigated the relationship between academic performance and attitudes toward cooperative learning among students and student mindset towards attendance in morning or evening shifts. Descriptive survey design was used in the study. Postgraduate students were chosen from the Department of Education of three public-sector universities in Lahore. A sample comprising 250 students was selected by using simple random sampling. The researcher collected the data through personal visits. The analysis involved calculating the mean, standard deviation, independent sample t-test, and Pearson correlation to explore the study’s findings. Findings showed that students’ general attitude towards cooperative learning is positive as the mean scores range from 2.84 to 3.34 on the survey scales. The analysis showed that male and female students’ opinions were the same during the morning and evening shifts. There is a negative correlation between students’ attitudes toward cooperative learning and their CGPA. In relation to these results, the study also revealed that incorporating cooperative learning into the classrooms can be particularly beneficial for those who might fail academically.