Daniel McRorie

PE

Brannock High School

  • Cooperative Learning

To what extent do cooperative group roles increase pupils’ participation in a mixed-ability group setting?

Rationale

Pupil motivation continues to be an issue in Physical Education (PE). Literature suggests that whilst demotivation in PE is recognised globally, it still remains a concern (Rich, 2003; 2004, Enright and O’Sullivan, 2010). Curriculum for Excellence (CfE) aims to provide an inclusive education for all children aged 3-18 (Education Scotland, 2017; HMIE, 2002). However this aim of CfE will not be achieved if pupils are demotivated and disengaged. Consequently, it is important that teachers use teaching strategies that will allow pupils to stay motivated and reach their full potential. The purpose of this investigation is to explore the impact that cooperative learning with group roles has on pupil motivation compared to standard group work.

Aims

The aims of this study are:-

  • to investigate pupils’ motivation during standard group work
  • to investigate pupils’ motivation during cooperative learning with group roles
  • to analyse the data for similarities and differences in pupils’ motivation

 

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