The Impact of Classroom Competition and Cooperation to Student Academic Performance

Classroom competition and cooperation are widely implemented in classrooms as parts of instructional activity to increase student class engagement and performance. This practice has been scrutinized by several studies to date, but few studies have examined the mentioned constructs via the methodological design of statistical learning. This study addresses this gap by examining the impact of classroom competition and classroom cooperation to students’ academic performance via the statistical learning approach. Thai student data from PISA 2018 were examined via two supervised algorithms of multiple regression and polynomial regression. Results shown that all independent variables of the degree of classroom competition, the degree of classroom cooperation, and students’ attitude to competition are influential toward their academic performance as examined via both algorithms. The findings could contribute to the theoretical body of the construct, as well as identify appropriate statistical methods to examine the construct and support teachers in their use of classroom competition and classroom cooperation in their practice.