Background:

Researchers suggest benefits for cooperative learning, but often fail to control for choosing to engage cooperatively, ACT scores or early course performance.

Objective:

To observe the effects of choosing cooperative work on exam performance in an Introduction to Psychology Course, while controlling for early exam performance and ACT.

Method:

Data from 261 students assessed the interaction between choice to work cooperatively, alone or being required to work alone while controlling for ACT Score and performance on early tests, respectively.

Results:

We observed an interaction between Group and ACT on final exam scores, indicating students who worked cooperatively showed the greatest exam benefits at lower ACT scores. Additionally, a trend toward a significant interaction was found between group and early exam performance, indicating a possible benefit for choosing to work cooperatively for low performers.

Conclusion:

Choosing to engage in cooperative learning may decrease ACT-indicated skill differences and early exam success on final exam performance.

Teaching Implications:

To decrease the impact of ACT-influenced effects on exam scores, choice to complete cooperative learning activities should be offered in Introduction to Psychology courses.

中文翻译：

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学生选择参与合作学习对期末考试的影响，同时控制早期考试成绩和心理学导论中的ACT

背景：

研究人员建议合作学习的好处，但往往无法控制选择合作参与、ACT 分数或早期课程表现。

客观的：

观察在心理学概论课程中选择合作作业对考试成绩的影响，同时控制早期考试成绩和 ACT。

方法：

来自 261 名学生的数据评估了选择合作工作、单独工作或被要求单独工作之间的相互作用，同时分别控制了 ACT 分数和早期测试的表现。

结果：

我们观察到 Group 和 ACT 在期末考试分数上的相互作用，表明合作学习的学生在 ACT 分数较低时表现出最大的考试优势。此外，在小组和早期考试成绩之间发现了显着相互作用的趋势，这表明选择与低成绩者合作可能有好处。

结论：

选择参与合作学习可能会减少 ACT 指示的技能差异和期末考试成绩的早期考试成功。

教学意义：

为了减少 ACT 影响对考试成绩的影响，应在心理学概论课程中提供完成合作学习活动的选择。