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The Influence of Teaching in Small Cooperative Groups on Knowledge Acquisition and Students’ Satisfaction

Mira KLARIN

Puni tekst: hrvatski, pdf (832 KB) str. 639-656 preuzimanja: 630* citiraj
APA 6th Edition
KLARIN, M. (1998). UTJECAJ PODUČAVANJA U MALIM KOOPERATIVNIM SKUPINAMA NA USVAJANJE ZNANJA I ZADOVOLJSTVO STUDENATA. Društvena istraživanja, 7 (4-5 (36-37)), 639-656. Preuzeto s https://hrcak.srce.hr/20462
MLA 8th Edition
KLARIN, Mira. "UTJECAJ PODUČAVANJA U MALIM KOOPERATIVNIM SKUPINAMA NA USVAJANJE ZNANJA I ZADOVOLJSTVO STUDENATA." Društvena istraživanja, vol. 7, br. 4-5 (36-37), 1998, str. 639-656. https://hrcak.srce.hr/20462. Citirano 01.12.2020.
Chicago 17th Edition
KLARIN, Mira. "UTJECAJ PODUČAVANJA U MALIM KOOPERATIVNIM SKUPINAMA NA USVAJANJE ZNANJA I ZADOVOLJSTVO STUDENATA." Društvena istraživanja 7, br. 4-5 (36-37) (1998): 639-656. https://hrcak.srce.hr/20462
Harvard
KLARIN, M. (1998). 'UTJECAJ PODUČAVANJA U MALIM KOOPERATIVNIM SKUPINAMA NA USVAJANJE ZNANJA I ZADOVOLJSTVO STUDENATA', Društvena istraživanja, 7(4-5 (36-37)), str. 639-656. Preuzeto s: https://hrcak.srce.hr/20462 (Datum pristupa: 01.12.2020.)
Vancouver
KLARIN M. UTJECAJ PODUČAVANJA U MALIM KOOPERATIVNIM SKUPINAMA NA USVAJANJE ZNANJA I ZADOVOLJSTVO STUDENATA. Društvena istraživanja [Internet]. 1998 [pristupljeno 01.12.2020.];7(4-5 (36-37)):639-656. Dostupno na: https://hrcak.srce.hr/20462
IEEE
M. KLARIN, "UTJECAJ PODUČAVANJA U MALIM KOOPERATIVNIM SKUPINAMA NA USVAJANJE ZNANJA I ZADOVOLJSTVO STUDENATA", Društvena istraživanja, vol.7, br. 4-5 (36-37), str. 639-656, 1998. [Online]. Dostupno na: https://hrcak.srce.hr/20462. [Citirano: 01.12.2020.]

Sažetak
The aim of this research was to compare the effects of classic
teaching and the effects of cooperative teaching of students.
These effects were observed on the cognitive level
(assessment of stereotype knowledge) and motivational level
(subjective assessment of satisfaction with the teaching
realized). The students (N=71) were separated into two
groups (N1=41, N2=30), and they attended lectures in
developmental psychology, which were presented to them in
two defined ways (the classic method and cooperative
method in small groups). The second, smaller group of
students was divided into two yet smaller groups (15 students
in each). Before and after the teaching process (two months
elapsed comprising 8 lectures and 8 workshops) the
measuring instruments previously mentioned were used to
carry out the examinations. The results of the variance
analysis indicate that there is a difference in the quantity of
stereotypes, which were considerably higher with traditional
education. Significantly greater satisfaction with the way the
teaching was carried out was expressed by students in the
cooperative teaching method group. The different effects of
teaching could be explained by intrinsic motivation, which
developed during cooperative teaching.

Hrčak ID: 20462

URI
https://hrcak.srce.hr/20462

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