Cooperative Learning: A New Approach for Training Equipment Records and Parts Specialists

摘要

This research investigated the usefulness of cooperative learning for promoting individual achievement in the Equipment Records and Parts Specialist Course (MOS 76C). Cooperative learning students in four-member groups with group reward were compared to individual learning students on measures of course achievement, task completion speed, and study hall attendance. Student and instructor attitudes toward cooperative learning were also assessed. A trial implementation phase resulted in several procedural modifications, whereas the second phase was a controlled evaluation. The results showed that cooperative learning reduced academic recycling by about one half and had no effect on the test performance of most students. Students working in groups on practical exercises (PEs) made fewer errors than students working alone. Groups, however, often took longer to complete PE assignments. Normal training schedules were not disrupted by increased PE completion times or by increases in study hall attendance resulting from group rewards. Most students and instructors liked cooperative learning. It was concluded that cooperative learning is a feasible, low-cost approach that offers cost savings through reduced student recycling. Procedural modifications that may increase achievement benefits are noted, and future research directions are suggested.