Cooperative learning has been widely used in contemporary classrooms since 1970s. It is a learning method which requires students to actively collaborate and interact with one another. While it is shown in a lot of previous studies that cooperative learning is effective in increasing students’ academic motivation, limited studies have studied its effectiveness on students with different levels of extraversion and social competence. To establish the basis for the discussion on the effectiveness of cooperative learning on students with individual differences, a quantitative correlational study investigating the relationship among the level of extraversion, social competence, and academic motivation was conducted. The sample of this study was 125 students aged 12 to18 from a secondary school in Hong Kong. Participants was asked to complete a questionnaire which is consist of the scales measuring the level of extraversion, social competence and academic motivation Pearson Correlation and hierarchal multiple regression was used to examine the relationships among the variables and the moderating effect of social competence on the relation between extraversion and academic motivation. It is found that there is a positive correlation between extraversion and social competence, extraversion and academic motivation, as well as social competence and academic motivation. Yet, no moderating effect of social competence was found on the correlation between extraversion and academic motivation. The educational implication of this study is that measures should be taken to assist students with lower levels of extraversion and competence. Several possible measures were suggested in this report.
|Publication status||Published - 2021|
- Social competence
- Academic motivation
- Honours Project (HP)
- Bachelor of Education (Honours) (English Language) (Five-year Full-time)
- Programme code: A5B059
- Course code: PSY4041