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Effects of cooperative learning on trust, attitudes about group work, and performance.

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Title: Effects of cooperative learning on trust, attitudes about group work, and performance.
Authors: Beattie, Graham1 (AUTHOR), Ersoy, Fulya2 (AUTHOR) fulya@uchicago.edu
Source: Journal of Economic Education. Oct-Dec2025, Vol. 56 Issue 4, p269-289. 21p.
Subject Terms: *Group work in education, *Collaborative learning, *Student attitudes, *Evaluation methodology, *Experimental methods in education, Trust, Cooperation
Abstract: Using an in-class field experiment, the authors study how cooperative learning affects trust, attitudes about group work, and performance. Students in some classrooms completed in-class quizzes individually, and students in other classrooms completed them in pairs. Completing quizzes in pairs led to higher levels of within-class trust, indicating they helped build a sense of community in the classroom. Furthermore, taking quizzes in pairs fostered more positive attitudes about group work, and there is suggestive evidence that it also enhanced quiz performance. The positive impact of group quizzes on performance is more pronounced for weaker students who are matched with stronger students. Taking quizzes in pairs does not significantly help or hinder performance on subsequent individual exams. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Economic Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Effects of cooperative learning on trust, attitudes about group work, and performance.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Economic+Education%22">Journal of Economic Education</searchLink>. Oct-Dec2025, Vol. 56 Issue 4, p269-289. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+methods+in+education%22">Experimental methods in education</searchLink><br /><searchLink fieldCode="DE" term="%22Trust%22">Trust</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink>
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  Data: Using an in-class field experiment, the authors study how cooperative learning affects trust, attitudes about group work, and performance. Students in some classrooms completed in-class quizzes individually, and students in other classrooms completed them in pairs. Completing quizzes in pairs led to higher levels of within-class trust, indicating they helped build a sense of community in the classroom. Furthermore, taking quizzes in pairs fostered more positive attitudes about group work, and there is suggestive evidence that it also enhanced quiz performance. The positive impact of group quizzes on performance is more pronounced for weaker students who are matched with stronger students. Taking quizzes in pairs does not significantly help or hinder performance on subsequent individual exams. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Economic Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220485.2025.2508471
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        Text: English
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        StartPage: 269
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      – SubjectFull: Group work in education
        Type: general
      – SubjectFull: Collaborative learning
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Evaluation methodology
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      – SubjectFull: Experimental methods in education
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      – SubjectFull: Trust
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      – SubjectFull: Cooperation
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              Text: Oct-Dec2025
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