Cooperative Learning: An Effective Approach for Improving Student Engagement and Achievement

Abstract

The purpose of this study is to test the effect of cooperative learning on student engagement and student achievement. The study was conducted on students taking a management course who have difficulty completing long-term planning tasks. The study used a structural equation model (SEM-PLS Smart V.3) and three hypotheses were found to be significant. Cooperative learning allows students to work together in groups and the implementation of this research theory is to develop social interaction with peers through discussion, debate, and group tasks, which can improve student learning performance as they learn by exploring, trying, and analyzing information in a real-world context. The findings of this study implement the constructivism theory, which posits that knowledge is constructed from understanding something. In this view, learning is an active process of students to make meaning, physical experiences, and so on, and emphasizes the importance of social relationships in shaping knowledge. The findings also implement three other theories such as interdependence theory, social learning theory, and cognitive social learning theory