Comparing the Effects of Cooperative Learning to Lecture Trainings on the Motivational Beliefs and Self-Regulating Learning Strategies

Introduction: Self-regulating learning is an important educational and research process which is influenced by the motivational beliefs. Some of the educational methods are more effective on the motivational beliefs and self-regulating. This work was accomplished for comparing the effects of cooperative learning method to lecture method on the motivational beliefs and self-regulating learning strategies among students. Methods: This quasi-experimental research was accomplished on BA students of nursing and midwifery passing their management course in 6th semester in Faculty of Nursing and Midwifery of Mashhad University of Medical Sciences (n=50) during the second semester of 2009-2010 academic years. This course was held for 6 sessions and each session took 2 hours. Students were placed into cooperative learning and lecturing training groups based on random block plan. The measuring tools of the study were the demographic information and Pinterich and Degrout’s (1990) reliable and valid questionnaires for motivational beliefs and self-regulating learning strategies (MSLQ). Data was analyzed using t-tests, Mann-Whitney test, K-Square, variance analyzing and covariance analyzing. Results: The average of the subscales of motivational beliefs and self-regulating strategies in the cooperative learning group was significantly more than that of lecture group (p<0.05) and the mean of test anxiety in the cooperative learning group was significantly lower than that of lecture group (p<0.05). Conclusion: With regard to the results of the study, it is suggested apply the active training methods that can ground for more cooperation by students with the educational topics in order to be prepared for increasing motivated beliefs and self-regulating strategies.