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Article

Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis

1
Faculty of Education, Psychology and Sport Sciences, University of Huelva, 21071 Huelva, Spain
2
Centre for Sport Studies, Rey Juan Carlos University, 28943 Madrid, Spain
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(12), 4451; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17124451
Received: 18 May 2020 / Revised: 13 June 2020 / Accepted: 16 June 2020 / Published: 21 June 2020
The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students’ intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution. View Full-Text
Keywords: cooperative learning; self-determination theory; achievement goal theory; school-based interventions; teacher education cooperative learning; self-determination theory; achievement goal theory; school-based interventions; teacher education
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MDPI and ACS Style

Fernández-Espínola, C.; Abad Robles, M.T.; Collado-Mateo, D.; Almagro, B.J.; Castillo Viera, E.; Giménez Fuentes-Guerra, F.J. Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis. Int. J. Environ. Res. Public Health 2020, 17, 4451. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17124451

AMA Style

Fernández-Espínola C, Abad Robles MT, Collado-Mateo D, Almagro BJ, Castillo Viera E, Giménez Fuentes-Guerra FJ. Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health. 2020; 17(12):4451. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17124451

Chicago/Turabian Style

Fernández-Espínola, Carlos, Manuel T. Abad Robles, Daniel Collado-Mateo, Bartolomé J. Almagro, Estefanía Castillo Viera, and Francisco J. Giménez Fuentes-Guerra. 2020. "Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis" International Journal of Environmental Research and Public Health 17, no. 12: 4451. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17124451

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