Cooperative Learning and Student Motivation.

摘要: Abstract We examined the effects of cooperative group learning on students′ motivation and achievement in Algebra II. Sixty-two students were randomly assigned to either a or traditional lecture group. Students took pretests post-tests which assessed efficacy, intrinsic valuing, goal orientation. was at same time using teacher-made exam. classroom exhibited significantly greater gains than control algebra achievement, valuing algebra, The implications these findings for motivational theory structures are discussed.