Attitude of physical education teachers toward cooperative learning depending on the ownership and teaching experience

Fernández-Rivas, María; Espada-Mateos, María

doi:10.1590/S1678-4634201945190409

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SECTION: ARTICLES • Educ. Pesqui. 45 • 2019 • https://doi.org/10.1590/S1678-4634201945190409 copy

Attitude of physical education teachers toward cooperative learning depending on the ownership and teaching experience

A postura dos professores de Educação Física em relação ao trabalho cooperativo e à centralidade do aluno na experiência de aprendizagem

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Cooperative tasks enhance learning, interaction and communication amongst students. Thus, this research aims to analyze the attitude of Physical Education teachers towards cooperative learning and possible improvements in different qualities in relation to ownership of the teaching center and teaching experience. The sample was made up of 455 Physical Education teachers (70.8% men and 29.2% women, aged from 30 to 50), and an inferential statistical analysis was carried out using different tests (ANOVA and Welch). The results of this investigation show that the attitude of the teachers who work in state schools is more positive than those working in semi-private schools as regards improvement of responsibility (p=.002) and group discussion (p=.000). Additionally, teachers who teach in state schools consider that cooperative learning improves group communications (p=.000) and group cohesion (p=.001) to a greater extent than teachers who work in semi-private and private schools. Moreover, the teachers with less teaching experience have a more positive attitude towards cooperative learning than the teachers who have more teaching experience, because the former consider that this method improves different skills in the students, such as socialization and social interaction, the acquisition of habits of coexistence, responsibility and co-responsibility, interpersonal relationships, group discussion, etc.

Cooperative learning; Physical education; Ownership; Attitude; Teaching experience

Items	(I) Ownership	(J) Ownership	Mean difference (I-J)	Typical error	Sig.
1. Cooperative work will improve relationships among students	State	Semi-private	.21494*	0.07226	0.009
	State	Private	0.19145	0.12938	0.308
	Semi-private	State	-.21494*	0.07226	0.009
	Semi-private	Private	-0.02348	0.13407	0.983
	Private	State	-0.19145	0.12938	0.308
	Private	Semi-private	0.02348	0.13407	0.983
2. Cooperative learning will develop social interaction skills	State	Semi-private	.19784*	0.07921	0.035
	State	Private	0.06325	0.10255	0.811
	Semi-private	State	-.19784*	0.07921	0.035
	Semi-private	Private	-0.1346	0.11361	0.465
	Private	State	-0.06325	0.10255	0.811
	Private	Semi-private	0.1346	0.11361	0.465
7. Cooperative learning will encourage tack and group discussion	State	Semi-private	.34207*	0.09803	0.002
	State	Private	0.12137	0.12825	0.613
	Semi-private	State	-.34207*	0.09803	0.002
	Semi-private	Private	-0.22071	0.14381	0.279
	Private	State	-0.12137	0.12825	0.613
	Private	Semi-private	0.22071	0.14381	0.279
8. Cooperative learning will allow students to put themselves in the place of others and enhance understanding	State	Semi-private	.29235*	0.09259	0.005
	State	Private	-0.10513	0.13058	0.701
	Semi-private	State	-0.29235*	0.09259	0.005
	Semi-private	Private	-0.39747*	0.14512	0.02
	Private	State	0.10513	0.13058	0.701
	Private	Semi-private	0.39747*	0.14512	0.02
9. Cooperative learning will favor the acquisition of habits of coexistence	State	Semi-private	0.21188*	0.07554	0.015
	State	Private	0.02564	0.09701	0.962
	Semi-private	State	-0.21188*	0.07554	0.015
	Semi-private	Private	-0.18624	0.10752	0.199
	Private	State	-0.02564	0.09701	0.962
	Private	Semi-private	0.18624	0.10752	0.199
14. Cooperative learning will help making the student feel more responsible for tasks	State	Semi-private	0.32338*	0.094	0.002
	State	Private	0.01795	0.12073	0.988
	Semi-private	State	-0.32338*	0.094	0.002
	Semi-private	Private	-0.30543	0.1347	0.065
	Private	State	-0.01795	0.12073	0.988
	Private	Semi-private	0.30543	0.1347	0.065
18. Cooperative learning will enhance communication among them	State	Semi-private	0.247*	0.089	0.016
	State	Private	0.674*	0.195	0.003
	Semi-private	State	-0.247*	0.089	0.016
	Semi-private	Private	0.427	0.2	0.091
	Private	State	-0.674*	0.195	0.003
	Private	Semi-private	-0.427	0.2	0.091

Items	(I) Ownership	(J) Ownership	Mean difference (I-J)	Typical error	Sig.
13. Cooperative learning will increase sensitivity towards classmates with difficulties or problems	State	Semi-private	21256. *	0.08363	0.03
	State	Private	0.23162	0.13644	0.207
	Semi-private	State	-21256. *	0.08363	0.03
	Semi-private	Private	0.01907	0.14001	0.99
	Private	State	-0.23162	0.13644	0.207
	Private	Semi-private	-0.01907	0.14001	0.99
15. Cooperative learning will stimulate co-responsibility	State	Semi-private	24247 *	0.08072	0.008
	State	Private	0.03932	0.13169	0.952
	Semi-private	State	-24247. *	0.08072	0.008
	Semi-private	Private	-0.20316	0.13515	0.29
	Private	State	-0.03932	0.13169	0.952
	Private	Semi-private	0.20316	0.13515	0.29
16. Cooperative learning will allow positive individual assessments	State	Semi-private	22727. *	0.07495	0.007
	State	Private	0.18889	0.12227	0.271
	Semi-private	State	-22727. *	0.07495	0.007
	Semi-private	Private	-0.03838	0.12548	0.95
	Private	State	-0.18889	0.12227	0.271
	Private	Semi-private	0.03838	0.12548	0.95
17. Cooperative learning will improve the performance of students with special educational needs	State	Semi-private	271 *	0.099	0.018
	State	Private	0.072	0.161	0897
	Semi-private	State	-271. *	0.099	0.018
	Semi-private	Private	-0.199	0.166	0.453
	Private	State	-0.072	0.161	0897
	Private	Semi-private	0.199	0.166	0.453
19. Cooperative learning will promote greater group cohesion	State	Semi-private	293 *	0.099	0.009
	State	Private	501 *	0.162	0.006
	Semi-private	State	-0.293 *	0.099	0.009
	Semi-private	Private	0.208	0.166	0.424
	Private	State	-0.501 *	0.162	0.006
	Private	Semi-private	-0.208	0.166	0.424

	(I) Teachers’ experience	(J) Teachers’ experience	Mean difference (I-J)	Typical error	Sig.
6. Cooperative learning will enrich the group through new ideas	from 11 to 15	from 1 to 5	0.06458	0.10872	0.976
		from 6 to 10	-0.08656	0.10579	0.925
		from 16 to 20	0.23509	0.18378	0.705
		More than 21	.68670*	0.23717	0.045
	from 16 to 20	from 1 to 5	-0.17051	0.17181	0.857
		from 6 to 10	-0.32165	0.16997	0.339
		from 11 to 15	-0.23509	0.18378	0.705
		More than 21	0.45161	0.27194	0.466
	More than 21	from 1 to 5	-0.62212	0.22802	0.07
		from 6 to 10	-.77326*	0.22664	0.014
		from 11 to 15	-.68670*	0.23717	0.045
		from 16 to 20	-0.45161	0.27194	0.466
9. Cooperative learning improves the habits of coexistence	from 1 to 5	from 6 to 10	0.05343	0.0732	0.949
		from 11 to 15	-0.04772	0.09097	0.985
		from 16 to 20	0.35661	0.13768	0.092
		More than 21	.77597*	0.20491	0.005
	from 6 to 10	from 1 to 5	-0.05343	0.0732	0.949
		from 11 to 15	-0.10115	0.09425	0.82
		from 16 to 20	0.30318	0.13987	0.212
		More than 21	.72253*	0.20638	0.011
	from 11 to 15	from 1 to 5	0.04772	0.09097	0.985
		from 6 to 10	0.10115	0.09425	0.82
		from 16 to 20	0.40433	0.14994	0.068
		More than 21	.82369*	0.21334	0.004
	from 16 to 20	from 1 to 5	-0.35661	0.13768	0.092
		from 6 to 10	-0.30318	0.13987	0.212
		from 11 to 15	-0.40433	0.14994	0.068
		More than 21	0.41935	0.23705	0.402
	More than 21	from 1 to 5	-.77597*	0.20491	0.005
		from 6 to 10	-.72253*	0.20638	0.011
		from 11 to 15	-.82369*	0.21334	0.004
		from 16 to 20	-0.41935	0.23705	0.402
14. Cooperative learning improves responsibility for the students’ tasks	from 1 to 5	from 6 to 10	-0.03488	0.0907	0.995
		from 11 to 15	0.16792	0.1266	0.675
		from 16 to 20	0.12992	0.17899	0.949
		More than 21	.93637*	0.22408	0.002
	from 6 to 10	from 1 to 5	0.03488	0.0907	0.995
		from 11 to 15	0.2028	0.12849	0.514
		from 16 to 20	0.1648	0.18033	0.89
		More than 21	.97125*	0.22516	0.001
	from 11 to 15	from 1 to 5	-0.16792	0.1266	0.675
		from 6 to 10	-0.2028	0.12849	0.514
		from 16 to 20	-0.038	0.2008	1
		More than 21	.76845*	0.24186	0.021
	from 16 to 20	from 1 to 5	-0.12992	0.17899	0.949
		from 6 to 10	-0.1648	0.18033	0.89
		from 11 to 15	0.038	0.2008	1
		More than 21	.80645*	0.27296	0.035
	More than 21	from 1 to 5	-.93637*	0.22408	0.002
		from 6 to 10	-.97125*	0.22516	0.001
		from 11 to 15	-.76845*	0.24186	0.021
		from 16 to 20	-.80645*	0.27296	0.035
15. Cooperative learning will stimulate co-responsibility	from 1 to 5	from 6 to 10	0.03607	0.09067	0.995
		from 11 to 15	0.01731	0.10695	1
		from 16 to 20	0.02836	0.13798	1
		More than 21	.73804*	0.17618	0.001
	from 6 to 10	from 1 to 5	-0.03607	0.09067	0.995
		from 11 to 15	-0.01876	0.11191	1
		from 16 to 20	-0.00771	0.14186	1
		More than 21	.70196*	0.17923	0.003
	from 11 to 15	from 1 to 5	-0.01731	0.10695	1
		from 6 to 10	0.01876	0.11191	1
		from 16 to 20	0.01105	0.15278	1
		More than 21	.72072*	0.188	0.003
	from 16 to 20	from 1 to 5	-,73804*	0,17618	0,001
		from 6 to 10	-,70196*	0,17923	0,003
		from 11 to 15	-,72072*	0,188	0,003
		More than 21	.70968*	0.20722	0.01
	More than 21	from 1 to 5	-.73804*	0.17618	0.001
		from 6 to 10	-.70196*	0.17923	0.003
		from 11 to 15	-.72072*	0.188	0.003
		from 16 to 20	-.70968*	0.20722	0.01

	(I) Teachers’ experience	(J) Teachers’ experience	Mean difference (I-J)	Typical error	Sig.
4. Cooperative learning improves students´ tendency to help each other	from 1 to 5	from 6 to 10	-0.02922	0.09254	0.998
		from 11 to 15	0.02597	0.11358	0.999
		from 16 to 20	0.34899	0.15929	0.185
		More than 21	.51028*	0.15929	0.013
	from 6 to 10	from 1 to 5	0.02922	0.09254	0.998
		from 11 to 15	0.05519	0.11865	0.99
		from 16 to 20	0.37821	0.16294	0.14
		More than 21	.53950*	0.16294	0.009
	from 11 to 15	from 1 to 5	-0.02597	0.11358	0.999
		from 6 to 10	-0.05519	0.11865	0.99
		from 16 to 20	0.32302	0.17575	0.353
		More than 21	.48431*	0.17575	0.048
	from 16 to 20	from 1 to 5	-0.34899	0.15929	0.185
		from 6 to 10	-0.37821	0.16294	0.14
		from 11 to 15	-0.32302	0.17575	0.353
		More than 21	0.16129	0.20823	0.938
	More than 21	from 1 to 5	-.51028*	0.15929	0.013
		from 6 to 10	-.53950*	0.16294	0.009
		from 11 to 15	-.48431*	0.17575	0.048
		from 16 to 20	-0.16129	0.20823	0.938
10. Cooperative learning improves socialization among students	from 1 to 5	from 6 to 10	-0.04475	0.08243	0.983
		from 11 to 15	-0.01219	0.10117	1
		from 16 to 20	0.3559	0.14189	0.091
		More than 21	0.3559	0.14189	0.091
	from 6 to 10	from 1 to 5	0.04475	0.08243	0.983
		from 11 to 15	0.03256	0.10569	0.998
		from 16 to 20	.40065*	0.14515	0.047
		More than 21	.40065*	0.14515	0.047
	from 11 to 15	from 1 to 5	0.01219	0.10117	1
		from 6 to 10	-0.03256	0.10569	0.998
		from 16 to 20	0.3681	0.15655	0.131
		More than 21	0.3681	0.15655	0.131
	from 16 to 20	from 1 to 5	-0.3559	0.14189	0.091
		from 6 to 10	-.40065*	0.14515	0.047
		from 11 to 15	-0.3681	0.15655	0.131
		More than 21	0	0.18549	1
	More than 21	from 1 to 5	-0.3559	0.14189	0.091
		from 6 to 10	-.40065*	0.14515	0.047
		from 11 to 15	-0.3681	0.15655	0.131
		from 16 to 20	0	0.18549	1
19. Cooperative learning will promote greater group cohesion	from 1 to 5	from 6 to 10	.311*	0.113	0.047
		from 11 to 15	0.069	0.139	0.988
		from 16 to 20	0.234	0.194	0.748
		More than 21	0.492	0.194	0.085
	from 6 to 10	from 1 to 5	-.311*	0.113	0.047
		from 11 to 15	-0.242	0.145	0.45
		from 16 to 20	-0.077	0.199	0.995
		More than 21	0.181	0.199	0.893
	from 11 to 15	from 1 to 5	-0.069	0.139	0.988
		from 6 to 10	0.242	0.145	0.45
		from 16 to 20	0.165	0.214	0.939
		More than 21	0.423	0.214	0.28
	from 16 to 20	from 1 to 5	-0.234	0.194	0.748
		from 6 to 10	0.077	0.199	0.995
		from 11 to 15	-0.165	0.214	0.939
		More than 21	0.258	0.254	0.848
	More than 21	from 1 to 5	-0.492	0.194	0.085
		from 6 to 10	-0.181	0.199	0.893
		from 11 to 15	-0.423	0.214	0.28
		from 16 to 20	-0.258	0.254	0.848

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[1] María Fernández-Rivas holds a PhD in Physical Activity and Sport Sciences. She is the author of several related articles on Physical Education and Methodology. She has also participated as a researcher in several research projects. She works as a teacher at the Faculty of Human and Social Sciences, Universidad Pontificia de Comillas, Spain.

María Espada-Mateos holds a PhD in Physical Activity and Sport Sciences. She has participated as a researcher in several research projects. She is the author of several related articles on Physical Education and Sport Sciences. She works as a teacher and a researcher at the Faculty of Physical Activity and Sport Sciences, Universidad Politécnica de Madrid, Spain.