Development and Initial Validation of a Cooperative Learning Questionnaire for Elementary School Teachers

• In Event: New Developments in Cooperative Learning

Abstract

We developed a cooperative learning questionnaire (CLQ) to measure teachers' self-reported motivation for, knowledge of, and implementation of cooperative learning in classrooms. Study 1 included 269 elementary school teachers, and Study 2 included 1029 elementary school teachers from China. The exploratory factor analysis findings in Study 1 suggested a 31-item CLQ corresponding to the six subscales. Confirmatory-factor-analysis results in Study 2 verified the internal-structure validity of the 31-item CLQ with satisfactory model fit. All six subscale scores were significantly correlated with teachers' reported frequency of using cooperative learning. Practical use of the instrument and future research was discussed.

Authors

• Chang Liu, The Pennsylvania State University

• Robert J. Stevens, The Pennsylvania State University