Creati v e Education
2012. Vol.3, Supplement, 6-10
Published Online December 2012 in SciRes (http://www.SciRP.org/journal/ce) DOI:10.4236/ce.2012.3 8b002
6
The Effect of Cooperative Learning Mode Applied in the
University Students’ Shaping Class
Xiangqin Song, He ngchan Yin, Qiong Wang
School of Physica l E ducation and Sports Sc ience, Beij ing Normal Uni vers ity, Beij ing, China
Received 2012
This st udy try to exp lore an ef fect ive cooper ati ve lear ning mode in l ine with t he needs of shap ing cl asses,
promoti ng the health y develop ment of the s tudents. Methods : randomly selec ted two class es of first-year
undergraduate students in Beijing Normal University who studying shaping lessons, one is the experi-
mental class with 30 persons taking 10 weeks teaching experiment, the other the control class with 31
person using conventional teaching mode. Conclusion: (1) The Cooperative learning can promote stu-
dents' mastery of technical skills. (2) The cooperative learning on the mental health level of the experi-
mental group were improved to some extent. (3) The cooperative learning will help to improve the stu-
dents' pa nic mood. (4 ) The c oop erat ive lea r ning c a n hel p t o reli eve t he le vel of s t ress . (5) The c oop era ti ve
lear ni ng help to impr ove the i nter p ers ona l ski lls of the st udent s, and the ef f ect is r emar kabl e. Suggest ions :
(1) Try to use c ooper at ive lea rning mode i n sha ping c lass es. (2) To do a simi lar s tudy in Ph ysica l Educa-
tion, the experimental peri od can be ext ended and t he sa mp le size should be increased.
Key words: Effect; Cooperative Learning; Teac hing Mode; S hapi ng Class
Introduction
Cooperative Learning rised in the United States in the early
1970s, and got a substantive progress in teaching theory and
strategy system in the mid-1970s to the mid-1980s. Cooperative
learning is a teaching mode refers to the form of a group of
students with different levels of learning ability, through a se-
ries of learnin g activities, completing a common learning goals.
A large number of studies have shown that cooperative learning
can improve classroom psychological atmosphere, improve the
academic performance of students, and promote the effective-
ness of student intellectual quality good development signifi-
cantly. Ther e are litt le study of cooperative learning in Physical
Education, and lacking effective operating mode. This study
aims at th rough making teach ing exp eriment in students’ Shap-
ing class, assessin g the impact of cooperative learning on stu-
dents technical skills and mental health, exploring an effective
cooperative learning mode which can not only meet shaping
classes’ need but also can promote the healthy development of
the students.
Research Methods
Object
Randomly selected first-year undergraduate students in Bei-
jing Normal University, two public physical education classes,
the experimental class with 31 students and the control class
with 30 students. Before experiment the two classes took ho-
mogeneity test.
Research Tools
In this study, using four measuring instruments: 1) Students’
Mental Health Diagnostic Scale (UPI) (Fumin Fan, Jianzhong
Wang, 1993). 2) Students Pressure measurement questionnaire
--- full version(Hengchan Yin, 2006). 3) Profile of moodstates
(POMS) ( P eili Zhu, 1994). 4) The college students interperson-
al compreh ensive Diagnostic Scale(Richang Zheng).
Experimental Implementation of the Program
Experimental Time and Variable C ontrol
In this study, a 10-week teaching experiment took with ex-
actly the s ame level of exp erimental classes and co ntrol classes
of teachers, teaching content, teaching schedule, assessment
methods. Control classes in accordance with conventional teach-
ing methods and teaching, experimental class with cooperative
learning.
Implementation of Cooper ative Learning Mode
Cluster Approach
Reference to personality and other factors in the experimen-
tal classes, mainly based on acade mic perfor mance at the same
time, 30 people divided into a group within heterogeneous,
homogeneous outside of group of six teams, each group of five
people. The members of the group remains unchanged during
the whole experiment. Each team member to assume a certain
role in the group, and to make them capable of interdependence,
mutual promotion, and bear some responsibility to actively
contribute to the common goal of the team.
According to the needs of the teaching content, team mem-
bers in the coo perat ive lear ni ng assume d ifferen t ro les. The fiv e
kinds of roles:
1) Or ganizer s. Res pon sible for organizin g refresher on lesson
cont ent, and practice new teachi ng cont ent;
2) Ob servers. Respo nsible for techn ical review and all mem-
bers of the practice in the observation group action, and gives
the error correction prompts;
3) Referee. Teaching team contest judge responsible for the
work, if the referee any unfair behavior, the team can not give
any reward ;

X. Q. SONG ET AL.
7
4) Recorder. Responsible for group activities, group and
team members acce ss to the reco rds and statistics o f the reward
situation;
5) Summarist. Organizational groups in the class before the
lesson exercises an d team memb er s col lab orate with each o ther ,
communication discuss and summarize the discussion, of praise
good experience, shared with other groups in the teacher after
school summary.
Members role of changes once every two weeks in the 10
weeks of the experiment, as much as possible so that each
member of the rotation of the office all the roles.
Teach Cooperation Skills
In the present study, the teachers while teaching expertise,
but also to teach students cooperation skills. Good cooperation
skills not only enable students to better collaboration and com-
munication, thereby increasing the effectiveness of group
learning and improving students' interpersonal skills and social
adaptability.
Incent i ves
Exper imental class to ach ieve mutu al coll aboration , common
learning better teaching objectives rated “excell en t ” group and
individual awards. The resu lts of each lesson registration given
scores extra points in the final statistics. Teaching teachers should
be given more accurate and appropriate verbal praise and en-
courage group students encouraging each o ther.
Experimental Monitoring, Regulation and Feedback
In this study, two s e mi -structured interviews took in the be-
ginning of the experiment and at the end of once to understand
the fe e li ngs of the s t ude nts ’ unde rsta nding of the l ess on a nd c l a ss.
In addition, the process of group activities monitoring and
regulation, as well as the result of feedback given to group ac-
tivities, to ensure the quality of cooperative learning. Teachers
are familiar with each team, and be aware of the advantages an d
disadvantages of the various members, and regulating the activ-
ities of the various groups in a targeted manner.
Monitoring of group activities through interviews, results
feedback, discover the problems st udents grasp the acti vi ty time
to master the process direction, to understand the students' atti-
tude, if necessary, make the appropriate adjustments to ensure
that t he effect of coo perative learning.
Evaluation Methods
The evaluation of this study include both academic evalua-
tion, also include the evaluation of the learning process that is
cooperative group activities; including teacher evaluation, also
include student self-assessment.
Statistical Methods
In this paper, the statistical collation and analysis use the
SPSS1 0.0 software on the experimentally measu r ed data.
Results and Analysis
Homogeneity Analysis Before the Experiment
As can be seen from Table 1, before the experiment, the
students' mental health, emotions, stress, int erperson al score no
significant difference between the control group and the expe-
rimental group. Before the experiment, the control group and
the experimental group students in mental health, emotional,
stress, interpersonal homogeneity.
The Technical S kills Comparative A nalysis
1) Hold the control group and the experimental group in the
comparative analysis on the level of technical skills t o master
Students in the experimental group and the control group af-
ter the experiment, by the two-body teachers evaluation of
technical skills, to take the average of the two teachers scoring
as each stu den t’s fin al grad e, t he final sco re o f the exp eri mental
group and control group studentst-test results are shown in
Table 2.
As can be seen from Table 2, the control group and the ex-
perimental group students to master the technical skills scores
were compared, no significant difference, but the experimental
group, the average points higher than that of the control group,
the experimental group were much better grasp of technical
skills.
2) After the experiment, the of physical control group and the
experimental group in the comparative analysis of the level of
mental health
Pretest posttest scores on the mental health of the average
difference of body control and experimental groups, t-test, and
the results are shown in Table 3.
As can be seen from Table 3, the control group and the ex-
perimental group studen ts measured differen ce between the t est
scores was no significant difference in the level of mental
health forward. But lower than the pre-test, post-test scores of
the experimental group improved description of the experimen-
tal group were the level o f mental health.
Table 1.
The control group and the experimental group in mental health, Mood,
str ess, interpersonal score on the t-test.
Control group Experimental group t P
M SD M SD
Mental
Health 1.82 0.983 1.57 0.898 –1.031 0.307
Emoti on 310.11 32.691 293.20 3 6.390 –1.857 0.069
Pressu r e 2.1063 0.49748 2.0196 0.44941 –0.697 0.489
Interpersonal-
relati onships 7.43 4.887 8.27 4.989 0.646 0.521
Table 2.
Physical control group and the experimental group t test the technical
skills to master scores.
Control gr oup Experimental group t P
M SD M SD
Technical
Evaluat ion scores 83 0.756 86 0.817 1.51 0.05
Table 3.
Physical control group and the experimental group (after the experi-
ment - before the experi ment in the mental health lev el t-test) scores.
Control group Experimental group t P
M SD M SD
Mental
Health 0.12 0.756 –0.23 0.817 –1.816 0.08

X. Q. SONG ET AL.
8
Mental h ealth level of the t -test results there is no significant
difference may be due to: the experiment was only 10 weeks,
time is short, cooperative learning model figure teaching can
not be formed on the level of mental health than conventional
teachin g mode a significant effect.
Reason may be lower than the pre-test post-test sco res of the
experimental group as cooperative learning, students follow the
group heterogeneity between groups the homogeneity principle
of small groups within the group evaluation of the individual to
the group's overall performance as the basis for team members
to each other help, co mmon pro gress. Each me mber activ e pla y
to their strengths, to help other team members, and the ar-
rangement of the role of the different tasks within the group so
that each member has the opportunity to contribute to the
progress of the team. This mechanism makes each member's
strengths has been the show will, insufficient relative to others
the weaknes ses was always so meone to give a help ing hand, so
the individual’s sense of accomplishment, frustration less, the
level of mental health will naturally improve.
3) Experiment, body control group and the experimental
group comparative analysis on the emotional
Emotional score and its seven dimensions, body control and
experimental groups approached measured the average differ-
ence between the test scores of the t-test results are shown in
Table 4.
As can be seen from Table 4, the control group and the ex-
perimental group students approached in the emotional score
and its seven dimensions measured difference between the test
scores were no significant differences. Among them, the control
group, in addition to energy, self-esteem improved, the total
score and the other five dimensions of change are tend to be
emotional deterioration. The panic sentiment improved, the
students of the experimental group score and the other six di-
mensions of the changes are to the emotional variation. The
control group and the experimental group: Although there is no
significant difference in the emotional score, but the experi-
mental group students panic emotional improvement was better
than the control group.
Table 4.
Physical control group and the experimental group (after the experi-
ment - before the experiment on the emotional score and its seven di-
mensions t test) scores.
Dimension Control group Experimental group t P
M SD M SD
tensity 1.64 8.161 1.60 8.950 –0.0 19 0.985
anger 1.82 6.254 0.17 9.907 –0.754 0.454
fatigue 1.75 7.787 0.00 11.8 09 –0.661 0.511
depression 0.29 5.943 0.37 7.810 0.044 0.965
energy 0.32 10.670 –0.77 19.488 –0.261 0.795
panic 0.39 9.162 –1.13 10.972 –0.573 0.569
self-esteem 2.32 11.072 –2.80 14.700 –1.490 0.142
the emo tiona l sco re 3.25 30.051 4.57 48.204 0.124 0.902
The reason may appear experimental group students panic
mood is greatly alleviated the teaching mode. Learning task in
the face o f cooperative l earning, team members collaborate with
each other to resolve the various difficulties, improve learning
efficiency, save your energy consumption, reduce panic mood
naturally. Conventional teaching students more when they face
a variety of learn ing tasks, fewer opportun ities to get help from
others, and often will know what to do, resulting in the panic
mood.
Emotional t-test results there is no significant di fference may
be due to: the experiment was 10 weeks shorter time coopera-
tive learning model figure teaching can not be formed on the
impact on the emotional level of the more significant effects
than conventional teaching mode.
4) Experiment, body control group and the experimental
group comparative analysis on the pressure
Approached body of experimental and control groups in the
pressure of the total score and its four dimensions measured the
average difference between the test scores of the t-test results
are shown in Tabl e 5.
As can be seen from Table 5, the control group and the ex-
perimental group students approached in the pressure score
their four dimensions measured difference between the test
scores was no significant difference. The control group test
scores in the cognitive dimension of reactions and emotional
responses decreased, the experimental group have lower test
score in the pressure of the total score and its four dimensions
on this pressure improvement in the experimental group were in
the control group.
The reasons for this situation: in the mode of cooperative
learning, the students help each other, mutual guidance, in-
creased communication and exchange, the pressure of sharing,
so the pressure of the experimental class students and their
improvement in the level of each dimension. Participation in
sports activities can give vent to the negative emotions of stu-
dents, reduce the pressure on students, the control group was an
improvement in cognitive reactivity and emotional reaction
dimension.
5) Experimental, comparative analysis of body control group
and the experimental group on the interpersonal relationships
Interpersonal score and its four dimensions, the the physical
experimental group and control group approached measured the
average difference between the test scores of the t-test results
are shown in Tabl e 6.
Table 5.
Physical control group and the experimental group (experimental pres-
sure score and its four dimensions - before the exp er iment) t-t est sco res.
Dimension Contr ol group Experimen tal group t P
M SD M SD
Physi ological
responses 0.12 0.396 –0.06 0.387 –1.731 0.089
Behavi or a l
responses 0.04 0.460 –0.04 0.467 –0.678 0.501
Cognit ive
responses –0.11 0.449 –0.14 0.605 –0.196 0.845
Emotional
reactions –0.03 0.344 –0.12 0.609 –0.672 0.504
the total sc or e
of Pressure 0.00 0.320 –0.09 0.401 –0.984 0.329

X. Q. SONG ET AL.
9
As can be seen from Table 6, approached the measured dif-
ference between the test scores of the control group and the
experimental group students in people score, socially Dating,
dimension with the opposite sex, there is a very significant
difference, there was a si gnifican t di fference in the in terperso n-
al dimension, and no significant differences in conversation
dimension. Experimental group of students the interpersonal
score their four dimension scores have decreased interpersonal
relationships improved significantly. The control group of stu-
dents the interpersonal score their four dimension scores have
improved interpersonal relationships deteriorate. This shows
that cooperative learning will help improve the interpersonal
skills of the students, and the effect is significant.
The reason for this may be: cooperative learning mode, stu-
dents guiding each other, help each other, the pressure of shar-
ing mood. More contact b etween the stu dents and th e students,
communicative dating, social skills, the ability to interact with
the opposite sex has been improved.
Physical Experiments Before and After
Comparative Analysis of the Results of
Intervie w s
Experiments before and after the experiment, two semi-
structured interviews and observations of the teachers in the
teaching process, students have a more significant improvement
in the the master teaching content at the same time emotional
state, feel ing of pressu re, and interpersonal. For exa mpl e, s ome
students, they talked about in the interviews own gym class
before and after the mood is very good, “such a good mood
continued into the next morning,” in Shaping class very happy,
very relaxed , able t o ease th e pressu re of school life, the oppor-
tunity to communicate within the group a lot, met a lot of new
friends, "Shaping class’ packet form of teaching let us know
more new friends, and class, also keep in touch with each other.
Through the observation of classroom teachers found that stu-
dents in cooperative learning mode, help each other, mutual
guidance significantly increased communication between stu-
dents, enthusiasm for learning has improved markedly.
Conclusions and Recommendations
Conclusion
1) The control group and the experimental group students in
the tech nical skill s to master s cores co mparison was n o signifi-
cant difference but the experimental group average higher than
Table 6.
The control group and the experimental group interpersonal score and
its four dimensions (af ter the exp erimen t - b efore th e experimen t) t-test
scor es.
Dimension Control group Experimental group t P
M SD M SD
convers ation 0.39 1.571 –0.33 1.322 –1.909 0.061
communic ation 0.82 2.091 –1.00 1.838 –3.529 0.001**
interpersonal 0.58 1.643 –0.37 1.098 –2.573 0.013*
intercourse with
opposite sex 0.6 1 1.548 –0.43 1.165 –2.905 0.005**
the total sc ore of
Interpersonal Score 2.39 6.130 –2.13 3.785 –3.408 0.001**
**P < 0.01, *P < 0.05.
that in control group, the experimental group were much better
grasp of technical skills.
2) The control group and the experimental group students
measured difference between the test scores was no significant
difference in the level of mental health forward. Experimental
group posttest score lower than the pre-test, cooperative learn-
ing on the mental health level of the experimental group were
improved.
3) The measured difference between the test scores was no
significant difference in the control group and the experimental
group students emotional score and its seven dimensions ap-
proached. Among them, the control group, in addition to energy,
self-esteem improved, the total score and the other five dimen-
sions of change are tend to be emotional deterioration. The
panic sentiment improved, the students of the experimental
group score and the other six dimensions of the changes are to
the emotional variation. The control group and the experimental
group: Although there is no significant difference in the emo-
tional score, but the experimental group students panic mood of
improvement in the control group, indicating that cooperative
learning will help to improve the students' panic mood.
4) The control group and the experimental group students
approached in the pressure score their four dimensions meas-
ured difference between the test scores was no significant dif-
ference. The control group test scores in the cognitive dimen-
sion of reactions and emotional responses decreased, the expe-
rimental group have lower test score in the pressure of the total
score and its four dimensions on cooperative learning help to
improve the level of stress.
5) The control group and the experimental group of students
in the interpersonal score, communicative dating with the op-
posite sex dimension approached measuring the difference
between th e test scores exist very significantly with differences
exist on the interpersonal dimension significantly with the dif-
ference, on the conversation dimension without significantly
with difference. Experimental group of students the interper-
sonal score their four dimension scores have decreased inter-
personal relationships improved significantly. The control
group of students the interpersonal score their four dimension
scores have improved interpersonal relationships deteriorate.
This shows that cooperative learning will help improve the
interpersonal skills of the students, and the effect is significant.
Suggestion
1)It is suggestio n in shaping classes t o try cooperati ve learn-
ing model.
From the experimental study of 10 weeks, body teaching us-
ing cooperative learning model can be very significant to im-
prove students’ interpers onal, coop erative lear nin g has bett er in
all dimensions of the part of the dimension of the level of men-
tal health and emotional indi cators, pressure indicato rs imp rov-
ing effect. Therefore, it is suggestion to try using cooperative
learning model in the physique class of teaching.
2) It is suggestion to do a similar study in the Physical Edu-
cation to extend the experimental period, increasing the sample
size.
In the level of mental healt h, emotio ns, stress, physique class
use cooperative learning mode compared to the conventional
teaching mode although there is no significant difference, but in
the part of the dimensions of these indicators experimental
group and the control group, a big difference, and apt to be
remarkable. Better than conventional teaching mode to improve

X. Q. SONG ET AL.
10
the effect o f coop erat ive learn in g on these i ndi cato rs. Th e expe-
riment was only 10 weeks, t he sample is small, su ch as experi-
ments continue to increase the sample size, might better show
the differences between the cooperative learning mode with
conven tional teaching Physical Education.
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