The Effect Of Cooperative Learning Team Compositions On Selected Learner Outcomes

Abstract

The purpose of this study was to determine the effect of cooperative learning team compositions on selected learner outcomes. The research hypotheses were as follows: (1) heterogenous learning style teams will achieve higher course grades and higher scores for team activities than homogenous learning style teams; (2) homogenous learning style teams will report higher levels of satisfaction with team activities and will have a higher rate of class and team activity attendance. The sample consisted of 90 students, including 75 enrolled in a junior level leadership class in agricultural education and 15 enrolled in a senior level agronomy class at Iowa State University. Students were organized into teams at the beginning of the semester based upon theirpreferred learning style. In this study, four different team compositions were used including field-dependent, field-independent, field-neutral, and mixed. The results led to the following conclusions: (1) cooperative learning teams formed to achieve heterogeneity of learning styles do not achieve higher course grades and higher scores for team activities than homogenous learning style teams; (2) cooperative learning teamsformed to achieve homogeneity of learning styles do not report higher levels of satisfaction with team activities and do not have a higher rate of class and team activity attendance.