Home | Business News | Browse by Publication | A | Academic Exchange Quarterly

Graduate cooperative groups: role of perfectionism.

Article Excerpt
Abstract

The purpose of this investigation was to examine the role of perfectionism in predicting performance of cooperative groups in graduate-level research methodology courses. Findings revealed that cooperative groups that attained the highest scores on an article critique assignment, on average, tended to be those that reported having the highest levels of socially prescribed perfectionism and the lowest levels of other-oriented perfectionism. In addition, these groups tended to be the most homogeneous with respect to self-oriented perfectionism and other-oriented perfectionism, and the least homogenous with respect to socially prescribed perfectionism. Findings suggest graduate students' levels of perfectionism play a role in determining cooperative group outcomes.

**********

Cooperative learning is utilized in one form or another by many instructors at the elementary, secondary, and tertiary levels of education. This teaching method involves the instructional use of small groups in which students work together either formally or informally in order to promote their own learning, as well as the learning of their fellow group members (Johnson, Johnson, & Smith, 1991a). Two prominent theories have emerged in the area of cooperative learning. First, Slavin (1994) proposed a two-element theory of cooperative learning consisting of positive interdependence and individual accountability. This was followed one year later by Johnson, Johnson, and their colleagues (Johnson, Johnson, & Holubec, 1993; Johnson et al., 1991a; Johnson, Johnson, & Smith, 1991b), who advocated a five-component theory of cooperative learning. According to their model, the following five elements are essential for maximizing the success of cooperative learning groups: (a) positive interdependence, (b) face-to-face promotive interaction, (c) individual accountability, (d) social skills, and (e) group processing.

Cooperative learning has received much attention among researchers at the elementary and secondary school levels. Many of these studies have involved comparing cooperative learning conditions to competitive and/or individualistic learning environments with respect to an array of educational outcomes.

Although the use of cooperative learning techniques among college instructors has increased in recent years, researchers have not evaluated this mode of instruction to the same degree as they have at the public school level (Slavin, 1989, 1991). Even fewer studies have been conducted at the graduate level (Onwuegbuzie, Collins, & Elbedour, in press). Thus, clearly, more research is needed. Indeed, Onwuegbuzie et al. (in press) recommended more empirical-based investigations be conducted involving graduate students utilizing groups themselves as the unit of analysis rather than the individuals. The reason for this is that the latter increases the possibility of the statistical independence being violated and systematic error being created (McMillan, 1999; Onwuegbuzie, in press). In particular, more quantitative and qualitative studies are needed that examine the characteristics of groups with the highest and lowest levels of performance (Onwuegbuzie & Collins, 2002)....

View this article FREE - Now for a Limited Time, try Goliath Business News
Free for 3 Days!