A Path Model of Students’ Physics Performance in Cooperative Learning Environment

Abstract

Cooperative learning is an effective method of improving students’ academic performance. There is, therefore, a need to maximize the use of this method in promoting learning outcomes. The study investigated how cooperative learning conditions, ability levels and interpersonal attraction affect performance and how the effects of cooperative learning conditions on performance can be mediated by peer interaction and attitude towards Physics. The study utilized the causal research design using 90 students with different ability levels. Path analysis procedure was used to estimate the coefficients of the structural equations of the proposed causal model. Results revealed that cooperative learning condition significantly influences peer verbal interaction. It has no significant direct effect but has a significant indirect effect (through peer verbal interaction) on Physics Learning. Students’ ability level and interpersonal attraction do not significantly influence peer verbal interaction. Peer verbal interaction significantly influences attitude towards Physics. Peer verbal interaction in combination with the attitude towards Physics significantly influences Physics learning. Since the hypothesized model is not entirely acceptable, a re-conceptualized model was constructed. This new model indicates that the use of cooperative learning with positive reward interdependence results in the high peer verbal interaction that resulted in a more positive attitude and consequently enhances Physics learning.