SELF-CONCEPT AND CO-OPERATIVE LEARNING

Abstract

In this research we have studied the effects that the use of co-operative learning techniques produces on self-concept in its academic and social domains, both highly important for academic achievement, the student’s social and personal development and an adequate environment in the classroom. We have used a pre-test-post-test quasi-experimental design with non-equivalent control group. The participants in the research were 50 students, males and females, in first year of Compulsory Secondary Education (aged 12). Student’s t-Test and GLM repeated measures have been used to analyze the data. The intelligence quotient has been introduced as co-variable to control its effect on self-concept. The results have confirmed the hypothesis we started from: the use of co-operative learning techniques increases the students’ self-concept, in the two domains mentioned, and this increase bears no relation to the students’ intellectual level.