Teaching Theory in Occupational Therapy Using a Cooperative Learning: A Mixed-Methods Study.

Area of Science:

• Occupational therapy education
• Pedagogy in health sciences
• Active learning strategies

Background:

• Knowledge construction is often social, enhanced through interaction.
• Cooperative learning is a key method for active learning in higher education.

Purpose of the Study:

• To assess the impact of cooperative learning on occupational therapy (OT) theory knowledge.
• To evaluate changes in student attitudes toward group work and perceived learning in OT theory courses.

Main Methods:

• A pre- and post-test design was employed with 24 first-year OT students.
• Cooperative learning was integrated through in-class assignments.
• MANCOVA analyzed attitude and perceived learning changes; content analysis reviewed assignments and evaluations.

Main Results:

• Students demonstrated significant positive shifts in attitudes toward small group collaboration.
• Perceived learning and knowledge attainment related to OT theory were positively influenced by cooperative learning methods.

Conclusions:

• Cooperative learning effectively enhances OT students' engagement with theory.
• Implementing collaborative strategies can improve both attitudes and academic outcomes in OT programs.