Influence of Cooperative Learning Intervention on the Intrinsic Motivation of Physical Education Students—A Meta-Analysis within a Limited Range

• Main Authors: Taofeng Liu, Mariusz Lipowski
• Format: Article
• Language: English
• Published: MDPI AG 2021-03-01
• Series: International Journal of Environmental Research and Public Health
• Subjects: cooperative learning; intervention effect analysis; physical education students; intrinsic motivation; aggregate effects; heterogeneity
• Online Access: https://www.mdpi.com/1660-4601/18/6/2989
• ISSN: 1661-7827; 1660-4601

This study was conducted to explore physical education students’ intrinsic motivation and clarify the influence mechanism of cooperative learning methods on learning intrinsic motivation through meta-analysis. In accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) criteria, we screened literature from the years 2000–2020. The included literature underwent bias analysis on the basis of the five criteria proposed herein. Data were extracted and summarized from the included literature to analyze the causality before and after cooperative learning intervention. Statistical analysis was conducted to determine principal factors affecting physical education students’ learning intrinsic motivation. Simultaneously, the influencing mechanism of cooperative learning on physical education students’ intrinsic motivation was clarified. Results revealed that intrinsic motivation had a high total effect amount. In the experimental group, only three documents determined the significant influence of cooperative learning on physical education students’ intrinsic motivation. Moreover, the time and age differences needed to be considered thoroughly during the intervention. Therefore, cooperative learning intervention can improve physical education students’ intrinsic motivation significantly, and meta-analysis provided a theoretical foundation for applying cooperative learning to the teaching of physical education majors.