THE RELATIONSHIP BETWEEN TEACHERS’ ATTITUDES AND PERCEPTIONS TOWARDS COOPERATIVE LEARNING STRATEGIES AND TEACHERS’ SELF EFFICACY IN AN ONLINE SETTING
| dc.contributor.author | Adams, Caris | |
| dc.date.accessioned | 2023-08-01T23:30:01Z | |
| dc.date.available | 2023-08-01T23:30:01Z | |
| dc.date.issued | 2023-05 | |
| dc.description.abstract | The purpose of this mixed-methods study was to understand the relationship between teachers’ self-efficacy and teachers’ attitudes and perceptions towards cooperative learning strategies in an online setting. This study also intended to understand the relationship between teachers’ attitudes and perceptions towards cooperative learning strategies in an online setting and teachers’ years of teaching experience. A survey using the Cooperative Learning Implementation Questionnaire (CLIQ; Abrami et al., 1998), the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001), and two free response questions was administered. A total of 123 participants from K-college level responded to the survey and provided information to answer three quantitative and two qualitative research questions. A correlational research design was used to determine there was a statistically significant and moderate, positive relationship between teachers’ self-efficacy and teachers’ attitudes and perceptions towards cooperative learning in an online setting. There was also a significant and moderate, positive relationship between teachers’ attitudes and perceptions towards cooperative learning in an online setting and teachers’ overall years of teaching experience. Thematic coding was used to draw conclusions from the data gathered in the qualitative research questions. The qualitative findings indicated that teachers had both positive and negative experiences contributing to their self-efficacy towards using cooperative learning in an online setting. Furthermore, participants indicated numerous factors such as attitudes, limitations, impact on students and strategies that influenced their perceptions of cooperative learning in an online setting. The results showed that teachers with high levels of self-efficacy and more years of teaching experience had positive attitudes and perceptions towards cooperative learning. | |
| dc.identifier.uri | https://hdl.handle.net/11414/3531 | |
| dc.language.iso | en_US | |
| dc.title | THE RELATIONSHIP BETWEEN TEACHERS’ ATTITUDES AND PERCEPTIONS TOWARDS COOPERATIVE LEARNING STRATEGIES AND TEACHERS’ SELF EFFICACY IN AN ONLINE SETTING | |
| dc.type | Thesis |
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