Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis

Carlos Fernández-Espínola, Manuel Tomás Abad Robles, Daniel Collado-Mateo, Bartolomé J. Almagro, Estefanía Castillo Viera and Francisco Javier Giménez Fuentes-Guerra
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Carlos Fernández-Espínola: Faculty of Education, Psychology and Sport Sciences, University of Huelva, 21071 Huelva, Spain
Manuel Tomás Abad Robles: Faculty of Education, Psychology and Sport Sciences, University of Huelva, 21071 Huelva, Spain
Daniel Collado-Mateo: Centre for Sport Studies, Rey Juan Carlos University, 28943 Madrid, Spain
Bartolomé J. Almagro: Faculty of Education, Psychology and Sport Sciences, University of Huelva, 21071 Huelva, Spain
Estefanía Castillo Viera: Faculty of Education, Psychology and Sport Sciences, University of Huelva, 21071 Huelva, Spain
Francisco Javier Giménez Fuentes-Guerra: Faculty of Education, Psychology and Sport Sciences, University of Huelva, 21071 Huelva, Spain

IJERPH, 2020, vol. 17, issue 12, 1-10

Abstract: The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students’ intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.

Keywords: cooperative learning; self-determination theory; achievement goal theory; school-based interventions; teacher education (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

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