Analysis of Differences in Developing Cooperative Competency Based on Group Types Formed Using K-Means Cluster Analysis: Focusing on Technology Problem Solving Classes in Middle School

Objectives The purpose of this study is to analyze the differences in the development of collaborative competency based on group types (homogeneous groups and heterogeneous groups) formed using K-means cluster analysis during a technical problem-solving class in middle school technology education that applies cooperative learning. Additionally, it aims to examine the differences in the development of collaborative competency among learners within homogeneous and heterogeneous groups according to their initial levels of collaborative competency (high, upper-middle, lower-middle, and low). Methods This study involved 266 first-year students from H Middle School in Seoul. A pretest measuring collaborative competency was conducted. Using the Python programming language, a group formation code was developed to apply K-means cluster analysis. The collected data were input into the code to form homogeneous and heterogeneous groups. Subsequently, the same lesson was applied to each group, and a posttest measuring collaborative competency was conducted. The collected data were analyzed using independent sample t-tests and paired sample t-tests. Results The results of the independent sample t-tests based on the posttest scores showed no significant differences in collaborative competency between the two experimental groups. However, the paired sample t-tests revealed significant improvements in collaborative competency within both experimental groups. Significant improvements were also observed in the ‘upper-middle,’ ‘lower-middle,’ and ‘low’ levels of collaborative competency in both the homogeneous and heterogeneous groups. Conclusions K-means cluster analysis enabled the rapid and efficient formation of homogeneous and heterogeneous groups. However, several limitations in group formation were identified, particularly in forming homogeneous groups. The group type (homogeneous or heterogeneous) based on collaborative competency is not a significant variable in influencing the development of learners’ collaborative competency in technical problem-solving classes applying cooperative learning. Nevertheless, collaborative competency improved regardless of group type, suggesting that cooperative learning in technical problem-solving classes can effectively foster collaborative competency, irrespective of group composition.