Enhancing Undergraduate Students’ Cooperative Ability through Task-Driven Teaching: A case Study in E-Commerce Education

The purpose of this research was to use the task-driven teaching method to improve the cooperative ability of undergraduate students, and to compare their cooperative ability before and after the implementation of this method. The participants were 30 freshmen from Zhengzhou Tourism College, China, selected using cluster random sampling. The research instruments included an intervention/lesson plan (covering 27 instructional hours) and a cooperative ability test. The research results revealed that students’ cooperative ability improved in all three targeted dimensions—consciousness, skills, and quality—after the application of the task-driven teaching method. The test scores demonstrated statistically significant differences.