Effects of Cooperative Learning with the Group Investigation Technique on Bangkok University Students’ Identity Formation
Keywords:
Cooperative Learning, Group Investigation Technique, Student Identity, UniversityAbstract
This study investigated the effects of cooperative learning using the group investigation technique on the identity development of Bangkok University students in three domains: creativity, entrepreneurial spirit, and internationalization. It was hypothesized that the experimental group would score significantly higher than the control group in both overall and domain-specific identity, and that their posttest scores would exceed pretest scores at the .05 level of significance.
A true experimental design with a randomized control group and pretest-posttest measurement was employed. The participants were 80 second-year students majoring in Influencer Branding, divided into an experimental group and a control group of 40 each, using multi-stage sampling. The experimental group received instruction through cooperative learning with the group investigation technique, while the control group followed conventional instruction. The research instrument was a student identity scale aligned with Bangkok University’s identity framework. Data were analyzed using independent and paired-sample t-tests.
The results showed that the experimental group significantly outperformed the control group and demonstrated notable gains from pretest to posttest. This confirms the effectiveness of cooperative learning using group investigation in enhancing student identity in alignment with institutional goals. The participatory and project-based nature of the approach contributed to deeper identity formation. It is recommended that this model be applied in other courses and that identity-based instructional design be promoted more broadly.
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