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Effectiveness of the Cooperative Base Groups Technique in Facilitating Cooperative Learning in Small WhatsApp Groups for First-Year Computer Science Students: A Multi-Level Social Network Analysis

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Title: Effectiveness of the Cooperative Base Groups Technique in Facilitating Cooperative Learning in Small WhatsApp Groups for First-Year Computer Science Students: A Multi-Level Social Network Analysis
Language: English
Authors: Christina Johanna van Staden (ORCID 0000-0001-6490-9334), Liezel Nel (ORCID 0000-0002-6739-9285)
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Cooperative Learning, Small Group Instruction, Social Media, Computer Software, Computer Science Education, Social Networks, Network Analysis, Academic Achievement, Identification, At Risk Students, Program Implementation
DOI: 10.1007/s44217-025-00972-y
ISSN: 2731-5525
Abstract: We investigated the effectiveness of the cooperative base groups (CBGs) technique in facilitating cooperative learning in small WhatsApp groups for first-year Computer Science students. A multi-level social network analysis (SNA) and Pearson's correlation coefficient was embedded within a concurrent embedded mixed-methods framework to answer the research questions. At macro level, none of the whole development networks (WDNs) were complete, and six were fragmented. At meso level, cliques and components were found. At micro level, some of the students expanded their personal development networks (PDNs). A weak positive correlation was found between the size of the PDNs and final marks. The results suggested that those who expanded their PDNs tended to perform better than those who did not. Previous assumptions about network centrality and academic achievement could not be supported, as many of the most central nodes were not the top academic performers. A high positive correlation was found between the size of PDNs and the final marks of students who failed. The CBG technique was effective in facilitating cooperative learning in WA groups, but we recommend frequent SNA to identify at-risk students, longer-term implementation of the technique, and further investigation into the instructor's role in promoting cooperative learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500279
Database: ERIC
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  Data: Effectiveness of the Cooperative Base Groups Technique in Facilitating Cooperative Learning in Small WhatsApp Groups for First-Year Computer Science Students: A Multi-Level Social Network Analysis
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: We investigated the effectiveness of the cooperative base groups (CBGs) technique in facilitating cooperative learning in small WhatsApp groups for first-year Computer Science students. A multi-level social network analysis (SNA) and Pearson's correlation coefficient was embedded within a concurrent embedded mixed-methods framework to answer the research questions. At macro level, none of the whole development networks (WDNs) were complete, and six were fragmented. At meso level, cliques and components were found. At micro level, some of the students expanded their personal development networks (PDNs). A weak positive correlation was found between the size of the PDNs and final marks. The results suggested that those who expanded their PDNs tended to perform better than those who did not. Previous assumptions about network centrality and academic achievement could not be supported, as many of the most central nodes were not the top academic performers. A high positive correlation was found between the size of PDNs and the final marks of students who failed. The CBG technique was effective in facilitating cooperative learning in WA groups, but we recommend frequent SNA to identify at-risk students, longer-term implementation of the technique, and further investigation into the instructor's role in promoting cooperative learning.
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