Paper Title
Effect of Affiliation and Academic Self-Concept in Cooperative Learning in High School in Taiwan

Abstract
Numerous empirical studies of cooperative learning have been conducted on how to teach; however, questions about what students experience in classroom discussion and how those experiences affect students’ affiliation and self-concept remain unknown in Taiwan. Thus, the purpose of this study modified a classification based upon various scales of social interaction elements corresponding to students taking cooperative learning course in a “greater” classroom environment as opposed to a “lesser” one. A purposive sample was composed of 5775 students in Taiwan’s junior high school filling out Social Interaction Learning Environment Scale, SILES. This dataset is analyzed by descriptive statistics and decision tree C5.0 to capture the overall cooperative learning environment under three conditions: “group with cooperation (GC)”, “group without cooperation (GNC)”, and “no group and no cooperation (NGNC)”. Our findings suggest that students with higher grades and male students are more likely to have lower levels of affiliation and academic self-concept. In addition, peer proactive learning, teacher fairness and class order are more important attributes of affiliation; whereas, teacher fairness, teacher support and positive reinforcement, and peer affiliation are more crucial aspects of academic self-concept. Finally, based on the C5.0 algorithm rules, students with higher level of affiliation within three learning types are all influenced by better peer proactive learning. For students with higher level of academic self-concept under GC are affected by teacher unfairness and poorer peer affiliation, while under GNC are affected by poorer teacher support, and under NGNC are affected by poorer peer affiliation, poorer class order, teacher unfairness, and male student. Consequently, we present the results of our study as a revisit of cooperative learning with data from 2017 in order to explore the potential of cooperative learning for the 21st century. Keywords - Cooperative Learning; Junior High School; Descriptive Research; C5.0