Secondary school music education students’ perception of technology-assisted cooperative learning

  1. José Palazón-Herrera 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Year of publication: 2021

Volume: 33

Issue: 1

Pages: 160-188

Type: Article

DOI: 10.1080/11356405.2020.1859737 DIALNET GOOGLE SCHOLAR

More publications in: Culture and Education, Cultura y Educación

Abstract

Cooperative learning has been one of the burgeoning methodological approaches in recent decades due to its empirically demonstrated benefits. The use of technologies to support this methodology plays a fundamental role in better implementing it. This paper presents a study conducted with music students in the third year of ESO (Enseñanza Secundaria Obligatoria, or Compulsory Secondary Education) (n = 145) with the aim of ascertaining their perception of technology-assisted cooperative learning, an essential factor in creative projects that are extremely organizationally complex. In this study, we adopted a quasi-experimental design of repeated measures for a pre- and post-stage with a control group and an experimental group. The results suggest that there are statistically significant differences in academic performance and satisfaction with the methodology used. The conclusions show that technology-assisted cooperative work may be one of the few methodological alternatives that very effectively contribute to implementing creative projects.

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