The Effect of Collaborative Learning on Academic Motivation


  • Chad N. Loes Mount Mercy University



collaborative learning, cooperative learning, academic motivation, college students


This paper explores the effect of collaborative learning on academic motivation among students from 17 institutions throughout the United States. Even in the presence of a wide array of potential confounders, collaborative learning exerted a statistically significant and positive influence on students’ academic motivation levels across four years of undergraduate education. Tests for the presence of interaction effects suggest that the relationship between collaborative learning and academic motivation is similar for all students, regardless of racial or ethnic background.


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Author Biography

Chad N. Loes, Mount Mercy University

Chad N. Loes is Professor and Chair in the Department of History, Politics, and Justice at Mount Mercy University (Cedar Rapids, IA, USA).


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How to Cite

Loes, Chad N. 2022. “The Effect of Collaborative Learning on Academic Motivation”. Teaching and Learning Inquiry 10 (January).