An investigation into students' perceptions of the benefits of simple, short-term co-operative learning structures on their metacognitive skills and motivation

Research which has compared co-operative, competitive and individualistic learning environments has been prolific and has focused mostly on achievement levels, problem solving and goals and rewards. Studies specifically into co-operative learning have investigated task structures, including peer tutoring and group investigation models and, more recently, the constructed controversy model.

This study is possibly the first to examine simple, short-term co-operative learning structures and their perceived effects on metacognition and motivation. The purpose of this research was to investigate students' perceptions about the extent to which and the ways in which participating in simple, co-operative activities impacted upon their metacognitive skills and their motivation. Thirty-six students from two Year 12 English classes recorded their reflections on participating in the co-operative learning structures in their journals over a period of two weeks. The students then completed a scaled questionnaire and a survey which related to co-operative learning structures, metacognition and motivation.

Analysis of the results indicated that the students thought that they gained most metacognitive benefit from the co-operative learning structures of Think -Pair -Share and Inside -Outside -Circle and were most motivated to participate in Pairs -Compare. The findings support the proposition that future research cannot afford to dismiss the impact that some of the simpler co-operative structures appear to have on students' perceptions of their metacognition and motivation. The evidence also suggests that these simple co-operative learning structures should be differentiated in future research in order to identify their distinctive as well as common benefits.