出版社：Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
摘要：In the course of their studies,students encounter subjects they regard as difficult or less interesting and which they study only reluctantly,often struggling to pass the final exams. It can be assumed that changes in the manner of studying can lead to greater student motivation for studying and better achievement. Our study aimed to examine to what extent students engage in self-initiated cooperative learning,and examine the correlation of self-initiated cooperative learning with student achievement and motivation. The study was carried out with a convenience sample of 32 second-year undergraduate physics students of the Faculty of Sciences,University of Novi Sad. The study was designed as a systematic non-experimental survey,using the questionnaire as a data collection instrument. The results indicate that students engage in self-initiated cooperative learning,but that the expected positive effects of cooperative learning are absent. No correlation was found between the use of cooperative learning and learning motivation and student achievement. Nevertheless,the self-initiated cooperative learning observed can serve as the basis for the further development of cooperative learning. The findings of the study suggest the need to provide students with guidelines on how to prepare for cooperative learning,so that they can benefit from this form of learning.
其他摘要：Студенти током студирања наилазе на предмете које сматрају тешким или мање занимљивим и које нерадо уче или тешко положе. Може се очекивати да промене у начину рада допринесу већој студентској мотивацији за учење и бољим постигнућима. Циљ истраживања је д
关键词：cooperative learning; motivation; achievement; physics students
