Rey Juan Carlos University (SPAIN)
About this paper:
Appears in: INTED2016 Proceedings
Publication year: 2016
Pages: 4492-4498
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.2118
Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain
The contribution of this study consists in determining the variables by means of which the Working Group Methodology influences academic performance, and in comparing the effectiveness of two different working group methodologies: cooperative learning (hereafter CL) and group work without guidelines established by the teacher, known as the unstructured groups methodology (hereafter UGM). The sample is made up of 110 students from a Spanish university, working on the Corporate Finance module of a degree in Business Administration and Management. Based on the analysis of partial least lquares (PLS) the conclusion is reached that only the CL methodology affects academic performance, and that it does so via student skills; its influence via the attitude to learning and the learning approach of the student is also debated. In addition, it can be seen that CL influences student attitudes and skills in a more significant way than UGM. Finally, the results show that the variables in the model account for academic performance to a greater extent in the group in which CL was used (R2=0.264) than in the group in which UGM was applied (R2=0.187).
Working group Methodology, cooperative learning, university, corporate finance.