Relationship Between Peer Orientation and Achievement in Cooperative Learning-Based Research Methodology Courses

Abstract

The capability of the relationship between peer orientation and achievement to remain in research methodology courses when cooperative learning techniques are introduced was investigated. Participants comprised 159 students enrolled in 7 sections of a graduate-level research methodology course at a southern university over 2 semesters. The students, who were administered a learning-style instrument, were enrolled in sections in which cooperative-learning groups were formed to undertake the major course requirements. Findings revealed a small but statistically significant relationship between peer orientation and achievement; students who were more oriented toward cooperative learning attained lower levels of achievement than did those who did not have an orientation toward cooperative learning. Further research is warranted.

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