Validation of a Cooperative Learning Measurement Questionnaire From a Teaching Perspective

  1. José Antonio Prieto-Saborit 1
  2. David Méndez-Alonso 1
  3. Feliciano Ordóñez-Fernández 1
  4. José Ramón Bahamonde 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2022

Volumen: 34

Número: 1

Páginas: 160-167

Tipo: Artículo

DOI: 10.7334/PSICOTHEMA2021.126 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Resumen

Background: Having measurement tools for assessing the application of cooperative learning from the teaching perspective is essential for the successful implementation of this methodology in schools. The purpose of this study was to develop and validate a tool created from the five essential elements of cooperative learning: positive interdependence, face-to-face interaction, individual responsibility, group processing and social skills. Method: The sample consisted of 4,004 teachers (61.1% female and 38.9% male) with an average age of 42.7 years old (DT = 10.04) from all non-university educational stages teaching in 68 schools throughout Spain. Results: The results from the confirmatory factor analysis with the final questionnaire, comprising 19 items in five factors, were optimal in all indicators via indices of global or absolute fit (Chi-squared, RMSEA, GFI, NFI, and CFI). The reliability achieved by the definitive test was adequate via both Cronbach’s α and McDonald’s w (α = 0.958 and w = 0.960). Conclusions: The questionnaire is presented as a valid, reliable instrument for evaluating the application of cooperative learning from the teaching perspective in early childhood education.

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