Using An Achievement Motivation Model to Understand the Affective and Cognitive Benefits of Cooperative Mineralogy Exams

Cooperative learning is an established pedagogy that bridges affective and cognitive domains by enhancing learning through positive interdependence among students. Surveys completed by students taking mineralogy at WCU show that collaboration during exams has greater cognitive and affective benefits than collaboration during studying. A model of achievement motivation (Fuhrman et al., 2007 GSA abstr. prog.), provides insight into why cooperative mineral ID exams are effective.

Students were asked to self-assess the frequency of behaviors that exemplify scientific communication and inquiry skills and content knowledge. Results are consistent over 2 years, although n is small. Students reported the following behaviors more frequently during the cooperative exam than when studying together: testing mineral properties, using geological terms, listening to others' ideas, asking questions, proposing their own ideas, weighing or debating alternatives, and justifying their ideas with evidence. They reported greater confidence in knowledge, inquiry, and communication when taking the exam together vs. taking it alone. Students valued collaboration in many ways: e.g., “Others' observations and explanations both challenged my own and helped me consider the observation process and what I may be ‘not seeing',” and “It allowed us to be wrong and get help and understanding of why [we] were wrong. Also expressing your own ideas helps others.”

The achievement motivation model posits that all students have basic needs relevant to learning; that from these needs students bring expectancies into the classroom and have reasons for valuing tasks. Cooperative exams with a “no mooching” policy meet the need to connect with others (relatedness) and help students recognize what learning can be achieved for all when everyone participates. When students must test and defend their ideas, the exams meet the need for competency and build positive self-efficacy. Students choose whether to work alone or with others, thus meeting their need for autonomy.