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Collaborative Learning and Student Engagement in Practical Skills Acquisition

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Title: Collaborative Learning and Student Engagement in Practical Skills Acquisition
Language: English
Authors: Okolie, Ugochukwu Chinonso (ORCID 0000-0002-3069-1784), Mlanga, Sunday, Oyerinde, David Oluseyi, Olaniyi, Nathaniel Oladele, Chucks, Marcel Ezemoyih
Source: Innovations in Education and Teaching International. 2022 59(6):669-678.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Cooperative Learning, Learner Engagement, Skill Development, Undergraduate Students, Foreign Countries, Values, Goal Orientation, Academic Achievement
Geographic Terms: Nigeria
DOI: 10.1080/14703297.2021.1929395
ISSN: 1470-3297
1470-3300
Abstract: This study examines how collaborative learning (CL) activities might help to improve student engagement in practical skills acquisition (SEPSA). Using a time lagged data from 205 undergraduate students of Nigerian public universities, the direct effect of CL on SEPSA and the mediating effects of task value, mastery goal orientation and performance goal orientation were tested using Hayes-PROCESS Macro 3.5. The regression results indicate that CL associated positively with SEPSA as well as task value and mastery goal orientation, and not for performance goal orientation. However, the mediation analysis suggests that task value and mastery goal orientation mediate CL activities and SEPSA. Our findings highlight the important potentials of CL for increasing SEPSA. The present study has implications for higher education teachers and administrators, educators, policymakers, students and researchers who are in search of effective strategies for improving student engagement in practical skills acquisition and learning.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1370428
Database: ERIC
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  Value: <anid>AN0160301177;hzj01dec.22;2022Nov21.23:52;v2.2.500</anid> <title id="AN0160301177-1">Collaborative learning and student engagement in practical skills acquisition </title> <p>This study examines how collaborative learning (CL) activities might help to improve student engagement in practical skills acquisition (SEPSA). Using a time lagged data from 205 undergraduate students of Nigerian public universities, the direct effect of CL on SEPSA and the mediating effects of task value, mastery goal orientation and performance goal orientation were tested using Hayes-PROCESS Macro 3.5. The regression results indicate that CL associated positively with SEPSA as well as task value and mastery goal orientation, and not for performance goal orientation. However, the mediation analysis suggests that task value and mastery goal orientation mediate CL activities and SEPSA. Our findings highlight the important potentials of CL for increasing SEPSA. The present study has implications for higher education teachers and administrators, educators, policymakers, students and researchers who are in search of effective strategies for improving student engagement in practical skills acquisition and learning.</p> <p>Keywords: Collaborative learning; task value; goal orientation; student engagement; skills acquisition</p> <hd id="AN0160301177-2">Introduction</hd> <p>Collaborative learning (CL) plays a significant role in enhancing higher education (HE) student learning and promoting deep cognitive, motivational and social outcomes (Ma et al., [<reflink idref="bib15" id="ref1">15</reflink>]). This study builds on Johnson and Johnson ([<reflink idref="bib11" id="ref2">11</reflink>]) definition of CL as a set of teaching and learning strategies which allows students to work together to accomplish shared goals, seek outcomes that are beneficial to all, discuss materials with each other, help each other to understand concepts, and encourage each other to work hard (p. 68). However, the literature shows that students encounter obstacles which affect the effectiveness of CL (unequal individual participation in group tasks, lack of communicative skills, students' inability to collaborate with peers) (Le et al., [<reflink idref="bib13" id="ref3">13</reflink>]). Also, teachers encounter obstacles while planning and organising CL activities (inability to design proper group tasks, poor time management during class and ineffective monitoring of the collaborative activities), that remain at the forefront of public debates (e.g., Meijer et al., [<reflink idref="bib17" id="ref4">17</reflink>]; Okolie et al., [<reflink idref="bib21" id="ref5">21</reflink>]). A priority in these debates concerns the need to improve HE students' engagement in practical skills learning to enable them to succeed after graduation (Okolie et al., [<reflink idref="bib22" id="ref6">22</reflink>]).</p> <p>Student engagement in practical skills acquisition (SEPSA) has gained recognition in HE literature given its perceived significant role in facilitating students' skills development, employability and career decision-making (Okolie et al., [<reflink idref="bib22" id="ref7">22</reflink>]; Orji & Ogbuanya, [<reflink idref="bib23" id="ref8">23</reflink>]). Newmann et al. ([<reflink idref="bib20" id="ref9">20</reflink>], p. 12) defined student engagement as 'the student's psychological investment in, and effort directed towards learning, understanding, or mastering the knowledge, skills, or crafts that academic work is intended to promote'. Also, Kuh ([<reflink idref="bib12" id="ref10">12</reflink>]) conceptualised student engagement as the time and efforts that students commit to educational tasks in the classroom and practices which institutions work with to encourage students to participate in these activities. Previous studies (e.g., Orji & Ogbuanya, [<reflink idref="bib23" id="ref11">23</reflink>]) have suggested that SEPSA requires further studies to have deeper insights into students' practical skills behaviour and to address their practical skills needs. However, despite the previous studies on CL (e.g., Le et al., [<reflink idref="bib13" id="ref12">13</reflink>]; Ruys et al., [<reflink idref="bib26" id="ref13">26</reflink>]), little is known about how CL activities might improve SEPSA. This indicates an important theoretical and empirical gap that should be explored systematically.</p> <p>We seek to fill this gap, looking at the mechanisms through which CL might influence SEPSA. This may offer a deeper insight into whether CL improves SEPSA via psychological mechanisms. Expectancy-value theory (Eccles, [<reflink idref="bib5" id="ref14">5</reflink>]), outlines two components that influence students´ motivation to learn namely: expectations for achievement and value attributed to the task. In the present study, our focus is on the task value component given that it helps to understand students' views of their interests, usefulness and importance of tasks and engagement in academic activities (Wigfield & Eccles, [<reflink idref="bib27" id="ref15">27</reflink>]). Also, previous studies (e.g., McWhaw & Abrami, [<reflink idref="bib16" id="ref16">16</reflink>]) have reported that students who attach a high value to learning task may be more likely to use deeper cognitive and metacognitive strategies.</p> <p>Goal orientation is a concept that has been used to explain students' involvement in learning tasks (Pintrich, [<reflink idref="bib24" id="ref17">24</reflink>]). While goal orientation has been defined as 'an integrated pattern of motivational beliefs that is represented by different ways of approaching, engaging in, and responding to achievement activities' (Neuville et al., [<reflink idref="bib19" id="ref18">19</reflink>], p. 97), it has been divided into two components: learning or mastery and performance goals (Pintrich, [<reflink idref="bib24" id="ref19">24</reflink>]). Neuville et al. ([<reflink idref="bib19" id="ref20">19</reflink>]) have explained that students with mastery goal orientation mainly focus on acquiring new skills to improve their competencies while students with performance goal orientation seek to demonstrate their competencies by performing more than others. Although Leenknecht et al. ([<reflink idref="bib14" id="ref21">14</reflink>]) clarified that a student can have both learning and performance goals for a task and that the extent to which an individual strives for learning or mastery and performance goals may depend on the situation. Our study inspires a sense of obligation on the part of students to invest themselves both physically and emotionally in ways consistent with working together in small groups to learn new practical skills. Therefore, task value and goal orientation (mastery and performance) may serve as underlying psychological mechanisms between CL and SEPSA.</p> <p>While previous studies (e.g., Burress & Peters, [<reflink idref="bib3" id="ref22">3</reflink>]; Moore et al., [<reflink idref="bib18" id="ref23">18</reflink>]) have found that CL may enhance student learning and engagement, there appears to be a dearth of empirical research explaining the mediating roles of task value and goal orientation in the CL and SEPSA association. Thus, the present study determines the relationships among CL, task value, mastery and performance goal orientation, and SEPSA, and the mediating roles of task value, mastery and performance goal orientation in the relationship. Theoretically, the present study hinges on expectancy-value theory, which helps to understand the value that students place on CL tasks (Wigfield & Eccles, [<reflink idref="bib27" id="ref24">27</reflink>]) and goal orientation model, which helps to explain students' purpose, approach, and motivation for engaging in CL activities (e.g., Ames, [<reflink idref="bib1" id="ref25">1</reflink>]).</p> <p>Overall, our study contributes to the increasing CL and student engagement literature by hypothesising and testing a model that incorporates task value, mastery and performance goals as mediating variables via which CL influences SEPSA. Using a time-lagged data from HE undergraduate students, we apply a robust empirical analysis on a set of complementary hypotheses:</p> <p></p> <ulist> <item> 1. CL is directly and positively associated with (a) SEPSA, (b) task value, (c) mastery goal orientation and (d) performance goal orientation.</item> <p></p> <item> 2. Task value, mastery goal orientation and performance goal orientation are directly and positively associated with SEPSA.</item> <p></p> <item> 3. Task value, mastery goal orientation and performance goal orientation mediate the relationship between CL and SEPSA.</item> </ulist> <hd id="AN0160301177-3">Method</hd> <p></p> <hd id="AN0160301177-4">Sample and procedure</hd> <p>All students in this study were in the second-year of their undergraduate programmes, and ethical approvals were obtained from the higher education institutions selected for this study. We obtained informed consents from all participants and assured them of anonymity and confidentiality. Nine university teachers from three departments (business education, home economics, and technical and vocational education) of five public universities, who teach department-wide courses were recruited, and jointly developed different CL practical skills tasks for students based on the curricula of the courses they were assigned to teach the students during the semester. The teachers divided the students into small groups of about 5 students per group and assigned different CL tasks (practical assignments) to the various groups. For example, students in Home Economics department were assigned tasks ranging from baking, knitting, sewing and beading; their counterparts in Business Education were assigned tasks such as developing business start-up plans, while students in Technical and Vocational Education were assigned tasks such as woodwork designs, joint making, chair and table making, metal fabrication, to facilitate students' skills acquisition. The CL activities lasted 12 weeks (almost a full academic semester), and the teachers supervised and monitored the CL activities twice a week.</p> <p>We designed the questionnaire and assigned codes to them using the last 4-digits of the students' school registration numbers. This enabled us to match the students' responses across the periods of data collection with a time-lag of 3 weeks interval and helped to reduce common method bias associated with self-report measures (Podsakoff et al., [<reflink idref="bib25" id="ref26">25</reflink>]). At Time 1 (week 6, and a time-lag of 3 weeks), students completed the questionnaire and returned them to their teachers after classes, and a total of 246 copies were received. At Time 2 (week 9), students completed the same questionnaire administered to them at Time 1 and returned to their teachers. At Time 3 (week 12) and the end of the CL activities, students responded to the same questionnaire used at both Time 1 and Time 2 and returned to their teachers after classes. After matching the responses, we removed 41 copies of the questionnaire with inconsistent responses during Time 1, Time 2 and Time 3. Overall, the time-lagged sample was 205 (90.31% matched responses) used for the final dataset. The students were drawn from the following departments: home economics = 55 (26.83%), business education = 97 (47.32%) and technical and vocational education = 53 (25.85%) of 5 Nigerian public universities. The choice of the public university was on the notion that these practical skills-based programmes (the three purposefully selected departments) are only offered in public universities. The participants comprised 121 (59%) males and 84 (41%) females between the age range of 21 to 27 years old.</p> <hd id="AN0160301177-5">Measures</hd> <p> <emph>Collaborative learning</emph>. We self-developed 8-item CL scale based on extant literature review following the scale development procedures (Carpenter, [<reflink idref="bib4" id="ref27">4</reflink>]). Responses ranged from (1 = <emph>Strongly disagree</emph> to 7 = <emph>Strongly agree</emph>). A sample item includes: 'I feel that the group task helps me to reflect on better ways to work together'. The Cronbach's α 0.95.</p> <p> <emph>Task value</emph>. We used 8-item self-developed CL task value scale based on expectancy-value theory, following the scale development procedures (Carpenter, [<reflink idref="bib4" id="ref28">4</reflink>]). Responses ranged from (1 = <emph>Strongly disagree</emph> to 5 = <emph>Strongly agree</emph>). A sample item includes: "I feel the skills</p> <p>I learn in this collaborative learning activity are important to me". The Cronbach's α 0.94.</p> <p> <emph>Mastery goal orientation</emph>. We adapted the 7-item Achievement Goals Sub-scale (Elliot & Church, [<reflink idref="bib6" id="ref29">6</reflink>]). Responses ranged from (1 = completely not applicable to 7 = completely applicable). In the items, 'class' was replaced with the CL task to suit the context of the present study. A sample item includes: 'I desire to completely master the material presented in this collaborative learning task'. The Cronbach's α was 0.89, while our α was 0.84.</p> <p> <emph>Performance goal orientation</emph>. We adapted the 6-item Achievement Goals subscale (Elliot & Church, [<reflink idref="bib6" id="ref30">6</reflink>]), and replaced 'class' with CL task to suit the context of the present study. Responses ranged from (1 = completely not applicable to 7 = completely applicable). A sample item includes: 'My goal in this collaborative learning task is to get a better grade than most of the students'. The Cronbach´s α for the original scale was 0.91. Our α was 0.94.</p> <p> <emph>Student engagement in practical skills acquisition</emph>. We used the 4-item peer engagement sub-scale of the Higher Education Student Engagement scale (Zhoc et al., [<reflink idref="bib28" id="ref31">28</reflink>]). Responses ranged from (1 = <emph>Strongly disagree</emph> to 5 = <emph>Strongly agree</emph>). A sample item includes: 'I regularly get together with other students to discuss the practical skill task'. The Cronbach´s α for the original scale was 0.83, however, our α was 0.94. All items not shown in Table 1 were removed due to cross-loadings during principal axial factoring analysis in SPSS 25.0 and loadings of less than 0.60 during confirmatory factor analysis in AMOS 24.0 (Hair et al., [<reflink idref="bib8" id="ref32">8</reflink>]).</p> <p>Table 1. Measurement Scale (Model Validity Measures).</p> <p> <ephtml> <table><thead><tr><td>Variables with Observed Items</td><td>Indicators (Items)</td><td>Loadings</td><td>CR</td><td>Cronbach Alpha (α)</td><td>AVE</td><td>DV</td><td>MSV</td></tr></thead><tbody><tr><td><bold><italic>Collaborative Learning</italic> (</bold>Self Developed by Authors)</td><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>I feel that the group task helps me to reflect on better ways to work together</td><td>CL2</td><td>0.97</td><td /><td /><td /><td /><td /></tr><tr><td>My group members have abilities that complement each other and achieve results</td><td>CL1</td><td>0.92</td><td /><td /><td /><td /><td /></tr><tr><td>Interacting with my group members has helped to improve my communication skills</td><td>CL3</td><td>0.91</td><td /><td /><td /><td /><td /></tr><tr><td>Working together as a group has helped to improve my social skills</td><td>CL4</td><td>0.83</td><td>0.94</td><td>0.95</td><td>0.82</td><td>0.91</td><td>0.04</td></tr><tr><td><bold><italic>Task Value</italic></bold> (Self Developed by Authors).</td><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>I find the collaborative learning activity highly useful.</td><td>TASV4</td><td>0.92</td><td /><td /><td /><td /><td /></tr><tr><td>I feel the skills I learn in this collaborative learning activity are important to me.</td><td>TASV1</td><td>0.91</td><td /><td /><td /><td /><td /></tr><tr><td>Participating in this collaborative learning task makes learning the skills more interesting</td><td>TASV3</td><td>0.90</td><td /><td /><td /><td /><td /></tr><tr><td>The collaboration with my peers in completing this group activity is useful to me</td><td>TASV5</td><td>0.85</td><td>0.93</td><td>0.94</td><td>0.77</td><td>0.88</td><td>0.00</td></tr><tr><td><bold><italic>Mastery Goal Orientation</italic></bold> (Elliot & Church, <xref ref-type="bibr" rid="bibr6">1997</xref>)</td><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>It is important for me to understand the content related to this task as thoroughly as possible</td><td>MGO2</td><td>0.84</td><td /><td /><td /><td /><td /></tr><tr><td>I desire to completely master the material presented in this collaborative learning task.</td><td>MGO4</td><td>0.80</td><td /><td /><td /><td /><td /></tr><tr><td>In a collaborative learning task like this, I prefer learning material that arouses my curiosity, even if it is difficult to learn.</td><td>MGO3</td><td>0.75</td><td>0.83</td><td>0.84</td><td>0.65</td><td>0.81</td><td>0.04</td></tr><tr><td><bold><italic>Performance Goal orientation</italic></bold> (Elliot & Church, <xref ref-type="bibr" rid="bibr6">1997</xref>)</td><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>My goal in this collaborative learning task is to get a better grade than most of the students</td><td>PeGO4</td><td>0.95</td><td /><td /><td /><td /><td /></tr><tr><td>I am striving to demonstrate my ability relative to others in this collaborative learning task</td><td>PeGO2</td><td>0.92</td><td /><td /><td /><td /><td /></tr><tr><td>I am motivated by the thought of outperforming my peers in this collaborative learning task</td><td>PeGO3</td><td>0.87</td><td>0.94</td><td>0.94</td><td>0.75</td><td>0.87</td><td>0.01</td></tr><tr><td><bold><italic>Student Engagement in Practical Skills Acquisition</italic></bold> (Zhoc et al., <xref ref-type="bibr" rid="bibr28">2019</xref>)</td><td /><td /><td /><td /><td /><td /><td /></tr><tr><td>I regularly work with other students on the practical skill task areas I have problems.</td><td>SEPSA3</td><td>0.94</td><td /><td /><td /><td /><td /></tr><tr><td>I regularly get together with other students to discuss the practical skill task</td><td>SEPSA2</td><td>0.92</td><td /><td /><td /><td /><td /></tr><tr><td>I feel part of a group of students committed to learning new skills</td><td>SEPSA1</td><td>0.88</td><td>0.92</td><td>0.94</td><td>0.84</td><td>0.92</td><td>0.01</td></tr></tbody></table> </ephtml> </p> <p>1 CR = Composite Reliability, AVE = Average Variance Extracted, DV = Discriminant Validity, MSV = Maximum Shared Variance. Using the thresholds from Hu and Bentler ([<reflink idref="bib10" id="ref33">10</reflink>]), this scale has no validity and reliability concerns.</p> <p> <emph>Control variables</emph>. We controlled for the students' age and gender to learn their influence on SEPSA.</p> <hd id="AN0160301177-6">Validity and reliability analysis</hd> <p>We conducted a confirmatory factor analysis (CFA) using Amos 24.0 for the validity and reliability of the measurement scales. Items in the scales were reduced by gradually dropping those that loaded below 0.50 during the principal axis factorial analysis in SPSS, and items that had standardised regression weights loadings below 0.70 during CFA in AMOS (Hair et al., [<reflink idref="bib8" id="ref34">8</reflink>]). The five-factor model; CL, task value, mastery goal orientation, performance goal orientation and SEPSA show an excellent model fit: χ<sups>2</sups> = 117.72; df = 109; χ<sups>2</sups>/df = 1.08; CFI = 0.99, GFI = 0.93, TLI = 0.99, IFI = 0.99; SRMR = 0.03, and RMSEA = 0.02; PClose = 0.99, <emph>p</emph> = 0.24 (Hu & Bentler, [<reflink idref="bib10" id="ref35">10</reflink>]). Also, convergent validity was established as the average variance extracted (AVE) was ≥.50. The discriminant validity was established as the square root of the AVE was greater than the correlation of the latent variables in the CFA. Also, the Cronbach alpha and composite reliability values were ≥ 0.70 and ≥ 0.60 respectively (Fornell & Larcker, [<reflink idref="bib7" id="ref36">7</reflink>]), as shown in Table 1.</p> <hd id="AN0160301177-7">Results</hd> <p>As shown in Table 2, the bivariate correlations analysis indicated that CL (<emph>r</emph> = 0.22, <emph>p</emph><.01), task value (<emph>r</emph> = 0. 17, <emph>p</emph><.05), mastery goal orientation (<emph>r</emph> = 0.21, <emph>p</emph><.01) and performance goal orientation (<emph>r</emph> = 0. 16, <emph>p</emph><.05) were significantly and positively correlated with SEPSA. This authenticates the need for the mediation analysis proposed in this study (Baron & Kenny, [<reflink idref="bib2" id="ref37">2</reflink>]).</p> <p>Table 2. Mean, Standard Deviation, and Bivariate Correlations among Variables.</p> <p> <ephtml> <table><thead><tr><td /><td /><td>Mean</td><td>SD</td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td><td>6</td></tr></thead><tbody><tr><td>1</td><td>Age</td><td>1.47</td><td>0.50</td><td>1</td><td /><td /><td /><td /><td /></tr><tr><td>2</td><td>Gender</td><td>1.41</td><td>0.49</td><td>−0.15*</td><td>1</td><td /><td /><td /><td /></tr><tr><td>3</td><td>Collaborative Learning</td><td>14.34</td><td>4.59</td><td>−0.01</td><td>0.02</td><td>1</td><td /><td /><td /></tr><tr><td>4</td><td>Task Value</td><td>12.44</td><td>2.91</td><td>0.02</td><td>0.10</td><td>0.21**</td><td>1</td><td /><td /></tr><tr><td>5</td><td>Mastery Goal Orientation</td><td>13.38</td><td>4.49</td><td>0.14*</td><td>−0.02</td><td>0.14**</td><td>−0.06</td><td>1</td><td /></tr><tr><td>6</td><td>Performance Goal Orientation</td><td>12.65</td><td>4.05</td><td>0.05</td><td>0.03</td><td>0.09</td><td>0.01</td><td>−0.02</td><td>1</td></tr><tr><td>7</td><td>Student Engagement with Practical Skills Acquisition</td><td>13.22</td><td>3.00</td><td>0.11**</td><td>0.07</td><td>0.22**</td><td>0.17*</td><td>0.21**</td><td>0.16*</td></tr></tbody></table> </ephtml> </p> <p>2 N = 205; ** <emph>p</emph><.01; <emph>* p</emph><.05</p> <p>To test the hypotheses, we used the Hayes-PROCESS Macro 3.5 (Hayes, [<reflink idref="bib9" id="ref38">9</reflink>]), applied Model 4, and 5,000 resample bootstraps to determine the direct and indirect effects in the relationship between CL, task value, mastery goal orientation, performance goal orientation and SEPSA. Thus, as shown in Table 3, results of Hypothesis 1 showed that CL positively and significantly predicted SEPSA; <emph>β = </emph>0.15, <emph>t</emph>(<reflink idref="bib203" id="ref39">203</reflink>) = 2.10, <emph>p</emph> <.001, task value; <emph>β = </emph>0.21, <emph>t</emph>(<reflink idref="bib203" id="ref40">203</reflink>) = 3.05, <emph>p</emph> <.001 and mastery goal orientation; <emph>β = </emph>0.14, <emph>t</emph>(<reflink idref="bib203" id="ref41">203</reflink>) = 2.07, <emph>p</emph> <.001, except for performance goal orientation; <emph>β = </emph>0.09, <emph>t</emph>(<reflink idref="bib203" id="ref42">203</reflink>) = 1.30, <emph>p</emph> =.19. The results of hypothesis 2 showed that task value; <emph>β = </emph>0.15, <emph>t</emph>(<reflink idref="bib200" id="ref43">200</reflink>) = 2.26, <emph>p</emph> =.02, mastery goal orientation; <emph>β = </emph>0.21, <emph>t</emph>(<reflink idref="bib200" id="ref44">200</reflink>) = 3.10, <emph>p</emph> =.001, and performance goal orientation; <emph>β = </emph>0.14, <emph>t</emph>(<reflink idref="bib200" id="ref45">200</reflink>) = 2.19, <emph>p</emph> =.03 were associated positively with SEPSA. By implication, as students' task value, mastery and performance goal orientation increases, SEPSA increases. Regarding the covariates, as shown in Table 3, Age positively and significantly associated with SEPSA (<emph>β</emph> = 0.12, <emph>p</emph><.001), while gender showed no positive association with SEPSA (<emph>β</emph> = 0.08, <emph>p = </emph>.65).</p> <p>Table 3. Results Showing all Direct Effects and Indirect Effects.</p> <p> <ephtml> <table><thead><tr><td>Paths</td><td>Estimates</td><td>Errors</td><td>t-values</td><td>95% Confidence</td></tr><tr><td /><td /><td /><td /><td>Lower</td><td>Upper</td></tr></thead><tbody><tr><td><bold>Total Effect</bold></td><td /><td /><td /><td /><td /></tr><tr><td>CL → SEPSA</td><td>0.22***</td><td>0.03</td><td>3.21</td><td>0.03</td><td>0.14</td></tr><tr><td><bold>Direct Effects</bold></td><td /><td /><td /><td /><td /></tr><tr><td>CL → SEPSA</td><td>0.15***</td><td>0.03</td><td>2.10</td><td>0.03</td><td>0.11</td></tr><tr><td>CL → Task Value</td><td>0.21***</td><td>0.03</td><td>3.05</td><td>0.03</td><td>0.13</td></tr><tr><td>CL → MGO</td><td>0.14***</td><td>0.04</td><td>2.07</td><td>0.01</td><td>0.16</td></tr><tr><td>CL → PGO</td><td>0.09</td><td>0.04</td><td>1.30</td><td>−0.03</td><td>0.12</td></tr><tr><td><bold>Mediators</bold></td><td /><td /><td /><td /><td /></tr><tr><td>Task Value → SEPSA</td><td>0.15*</td><td>0.07</td><td>2.26</td><td>0.02</td><td>0.29</td></tr><tr><td>MGO → SEPSA</td><td>0.21***</td><td>0.06</td><td>3.10</td><td>0.05</td><td>0.23</td></tr><tr><td>PGO → SEPSA</td><td>0.14*</td><td>0.04</td><td>2.19</td><td>0.01</td><td>0.20</td></tr><tr><td><bold>Covariates</bold></td><td /><td /><td /><td /><td /></tr><tr><td>Age → SEPSA</td><td>0.12***</td><td>0.04</td><td>2.16</td><td>0.00</td><td>0.11</td></tr><tr><td>Gender → SEPSA</td><td>0.08</td><td>0.04</td><td>1.10</td><td>−0.01</td><td>0.13</td></tr><tr><td><bold>Indirect Effects</bold></td><td /><td /><td /><td /><td /></tr><tr><td>CL → Task Value → SEPSA</td><td>0.01***</td><td>0.01</td><td>-</td><td>0.01</td><td>0.03</td></tr><tr><td>CL → MGO → SEPSA</td><td>0.02***</td><td>0.01</td><td>-</td><td>0.01</td><td>0.12</td></tr><tr><td>CL → PGO → SEPSA</td><td>0.01</td><td>0.01</td><td>-</td><td>−0.00</td><td>0.02</td></tr></tbody></table> </ephtml> </p> <p>3 <bold><emph>Note</emph></bold>: Significance levels: ***<emph>p</emph><.001; *<emph>p</emph><.05; CL = Collaborative Learning; MGO = Mastery Goal Orientation; PGO = Performance Goal Orientation. All individual standardised regression weights are reported.</p> <p>The total effect obtained through PROCESS Macro was significant; <emph>β = </emph>0.22, <emph>t</emph>(<reflink idref="bib203" id="ref46">203</reflink>) = 3.21, <emph>p</emph> <.001 as shown in Table 3. This result supported the multiple mediation analysis conducted in this study. The results of hypothesis 3 showed that task value (<emph>β = </emph>0.01, CI<subs>95</subs>: 0.01, 0.03) and mastery goal orientation (<emph>β = </emph>0.02, CI<subs>95</subs>: 0.01, 0.12), mediated the relationship between CL and SEPSA. This result implies that both task value and mastery goal orientation partially mediated CL activities and SEPSA. However, we found no evidence of mediation between CL and SEPSA via performance goal orientation (<emph>β = </emph>0.01, CI<subs>95</subs>: −0.00, 0.02).</p> <hd id="AN0160301177-8">Discussion and implications</hd> <p>Relying on expectancy-value theory and goal orientation model, this study determined the association between CL activities and SEPSA and the indirect multiple mediating effects of task value, mastery goal orientation and performance goal orientation. The findings of our study showed that the association between CL and SEPSA was positive and significant. This implies that the students' level of SEPSA in this population may be attributed to their exposure to CL activities. This indicates that as students' progress in finding solutions to the CL tasks (identified problems), the more their engagement, which increases their practical skills acquisition. These findings agree with Burress and Peters ([<reflink idref="bib3" id="ref47">3</reflink>]), who found that CL improved student learning and was associated with increased student engagement.</p> <p>We found that CL was associated positively with task value and mastery goal orientation. This result indicates that CL activities play a significant role in activating a set of behaviours that make students attach high value to CL tasks and focus on acquiring new skills. This result authenticates the views that CL can increase students' value to learning tasks and mastery goal orientation, thus, increasing SEPSA. Also, task value, mastery goal orientation and performance goal orientation were associated with SEPSA. By implication, HE students with high task value, mastery goal orientation and performance goal orientation may be more likely to engage in practical skills acquisition during CL activities. This finding is similar to previous studies (e.g., Neuville et al., [<reflink idref="bib19" id="ref48">19</reflink>]) who found that task value, mastery and performance goals orientation predicted student engagement.</p> <p>Regarding the mediating effects of task value and mastery goal orientation, our results suggest that the relationship that exists between CL and SEPSA was through these mechanisms. The results suggest that students' exposure to CL activities may not only be the reason for increased SEPSA, rather they have high task value and mastery goal orientation for the CL activities. This result suggests that part of the variance that CL explains in SEPSA was via the shared effects of task value and mastery goal orientation. However, we found no mediating effect of performance goal orientation in the relationship between CL and SEPSA in this population. To the best of our knowledge, this study is the first to examine the multiple mediating effects of task value, mastery and performance goals orientation in the relationship between CL and SEPSA. Our study contributes to the existing knowledge of CL, task value, mastery and performance goals orientation and SEPSA through these results.</p> <p>These findings have implications for improving teaching and learning and SEPSA. If HE teachers can plan and implement quality CL activities and motivate students to have a high value for the tasks as well as high mastery goal orientation, students can gain and develop new skills they need to succeed after graduation. Furthermore, the results showed that task value and mastery goal orientation were considered essential in enhancing SEPSA through CL activities.</p> <hd id="AN0160301177-9">Limitations and future research study</hd> <p>Regarding the limitations of this study, we acknowledge that the small number of participants constrains the generalisability of the findings. Even though the study was performed in Nigerian universities, we used 5000 resample bootstrapping method, which should allow for absolute generality (Hayes, [<reflink idref="bib9" id="ref49">9</reflink>]). Second, we used only the second-year university undergraduates from technical and vocational education, home economics, and business departments. This limits the generalisation of the results beyond this population as in Nigeria, and elsewhere, higher education comprises of university, polytechnics and other institutions of higher learning. However, this creates more future research opportunities to use a larger sample from other departments, higher education institutions and other undergraduate levels. While we made efforts to adopt measures that helped to reduce common method bias in this study using different scales, response formats and three-waves of data collection with a time-lag of 3 weeks interval, we recommend future studies to use other stronger measures such as longitudinal approach. However, while this study was conducted in Nigeria, the issues addressed should apply to other countries.</p> <hd id="AN0160301177-10">Disclosure of potential conflicts of interest</hd> <p>No potential conflict of interest was reported by the author(s).</p> <p>Correction Statement</p> <p>This article has been republished with minor changes. 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Okolie's research works can be found at <ulink href="http://www.ucokolie.com.ng">www.ucokolie.com.ng</ulink></p> <p>Sunday Mlanga is a lecturer in the Department of Accounting, Banking and Finance, Alex-Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria. His area of research interests includes taxation, and financial management.</p> <p>David Oluseyi Oyerinde is a lecturer is a lecturer in the Department of Vocational and Technical Education, Ekiti State University, Ado Ekiti, Nigeria.</p> <p>Nathaniel Oladele Olaniyi is a lecturer in the Department of Vocational and Technical Education, Ekiti State University, Ado Ekiti, Nigeria.</p> <p>Marcel Ezemoyih Chucks is a lecturer in the Department of Vocational and Technical Education, Alex-Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria. His area of research interests includes human resource management.</p> </aug> <nolink nlid="nl1" bibid="bib15" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib11" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib13" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib17" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib21" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib22" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib23" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib20" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib12" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib26" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib27" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib16" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib24" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib19" firstref="ref18"></nolink> <nolink nlid="nl15" bibid="bib14" firstref="ref21"></nolink> <nolink nlid="nl16" bibid="bib18" firstref="ref23"></nolink> <nolink nlid="nl17" bibid="bib25" firstref="ref26"></nolink> <nolink nlid="nl18" bibid="bib28" firstref="ref31"></nolink> <nolink nlid="nl19" bibid="bib10" firstref="ref33"></nolink> <nolink nlid="nl20" bibid="bib203" firstref="ref39"></nolink> <nolink nlid="nl21" bibid="bib200" firstref="ref43"></nolink>
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  Data: Collaborative Learning and Student Engagement in Practical Skills Acquisition
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Okolie%2C+Ugochukwu+Chinonso%22">Okolie, Ugochukwu Chinonso</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3069-1784">0000-0002-3069-1784</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mlanga%2C+Sunday%22">Mlanga, Sunday</searchLink><br /><searchLink fieldCode="AR" term="%22Oyerinde%2C+David+Oluseyi%22">Oyerinde, David Oluseyi</searchLink><br /><searchLink fieldCode="AR" term="%22Olaniyi%2C+Nathaniel+Oladele%22">Olaniyi, Nathaniel Oladele</searchLink><br /><searchLink fieldCode="AR" term="%22Chucks%2C+Marcel+Ezemoyih%22">Chucks, Marcel Ezemoyih</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Innovations+in+Education+and+Teaching+International%22"><i>Innovations in Education and Teaching International</i></searchLink>. 2022 59(6):669-678.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/14703297.2021.1929395
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1470-3297<br />1470-3300
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines how collaborative learning (CL) activities might help to improve student engagement in practical skills acquisition (SEPSA). Using a time lagged data from 205 undergraduate students of Nigerian public universities, the direct effect of CL on SEPSA and the mediating effects of task value, mastery goal orientation and performance goal orientation were tested using Hayes-PROCESS Macro 3.5. The regression results indicate that CL associated positively with SEPSA as well as task value and mastery goal orientation, and not for performance goal orientation. However, the mediation analysis suggests that task value and mastery goal orientation mediate CL activities and SEPSA. Our findings highlight the important potentials of CL for increasing SEPSA. The present study has implications for higher education teachers and administrators, educators, policymakers, students and researchers who are in search of effective strategies for improving student engagement in practical skills acquisition and learning.
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  Label: Entry Date
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  Data: 2023
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  Data: EJ1370428
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        Value: 10.1080/14703297.2021.1929395
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 669
    Subjects:
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Values
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Nigeria
        Type: general
    Titles:
      – TitleFull: Collaborative Learning and Student Engagement in Practical Skills Acquisition
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Okolie, Ugochukwu Chinonso
      – PersonEntity:
          Name:
            NameFull: Mlanga, Sunday
      – PersonEntity:
          Name:
            NameFull: Oyerinde, David Oluseyi
      – PersonEntity:
          Name:
            NameFull: Olaniyi, Nathaniel Oladele
      – PersonEntity:
          Name:
            NameFull: Chucks, Marcel Ezemoyih
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 1470-3297
            – Type: issn-electronic
              Value: 1470-3300
          Numbering:
            – Type: volume
              Value: 59
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Innovations in Education and Teaching International
              Type: main
ResultId 1