Validation of the Cooperative Learning Scale and Cooperation Global Factor Using Bifactor Structural Equation Modelling

 Cooperative learning has been found to be more productive in academic, personal, and social variables than individualistic or competitive settings, but there is a lack of adequate assessment instruments. The goals of the study were two: a) adapt and  validate  the  existing  Cooperative  Learning  Scale  Spanish  version  for  English-speaking  secondary  education  contexts  and b) obtain a cooperation global factor. A total of 778 secondary education students, within the 11-15 age range, enrolled in five different schools in Wales (year seven = 301, year eight = 276, year nine = 201) participated in the study. The original instrument,  designed  and  validated  for  Spanish  contexts,  underwent  a  process  of  double  debugging:  a)  experts  trial  and  b) pilot  study.  The  Cooperative  Learning  Scale  English  version  included  five  factors  with  three  items  each:  interpersonalskills,  group  processing,  positive  interdependence,  promotive  interaction,  and  individual  accountability.  Novel  bifactorexploratory  structural  equation  modelling  (B-ESEM)  was  used.  Results  showed  well-defined  factors  corresponding  toa-priori expectations and a G-factor, a cooperation global factor.