Abstract:

The Bologna Declaration has stimulated the implementation of new teaching methods in the university environment. The primary objective of this study is to analyse the results obtained from applying a method based on cooperative action groups (CAG) in the university environment. Specifically it analyses the impact that work based on CAG has on the level of regular class attendance, final examination attendance and academic results. This methodology has been applied to the practical classes of the subject of Spanish Economics which is taught in the second year of the Economics Undergraduate Degree at the University of Alicante. This study will consist of a preliminary analysis of the CAGs and an explanation of how they have been implemented in the above-mentioned subject. Subsequently, the main results obtained from the last two academic years 2008-2009 and 2009-2010 will be presented. The main conclusion that may be drawn from this study is the favourable evaluation of teaching methodologies that involve the active participation of students and a continuous assessment system in which the academic achievement of the student does not depend on the final examination alone. This study confirms that this methodology motivates the student to continually follow the subject, attend the classes regularly and sit the final examination. The interest shown in the subject is reflected on the final results of the students which have improved substantially. Furthermore, the students themselves positively evaluate these techniques because, despite acknowledging that it involves a higher level of commitment on their part, they believe that it obliges them to study the material on a daily basis, and therefore, they gain a better understanding of it and produce better academic results.

Keywords:

Cooperative Learning, Cooperative Action Groups, University environment, Spanish Economics.