Qual Quant (2013) 47:2095–2105 DOI 10.1007/s11135-011-9644-5 Analysis of the implications of collaborative work in terms of performance and satisfaction among students registered in the Data Analysis in Psychology course Joan Guàrdia-Olmos · Maribel Peró-Cebollero · Montserrat Freixa-Blanxart · Jaume Turbany-Oset · Amàlia Gordóvil-Merino Published online: 22 November 2011 © Springer Science+Business Media B.V. 2011 Abstract Currently the introduction of the European Higher Education Area suggests mod- ifications in teaching and learning strategies adopted by the universities. To achieve this aim, the collaborative work among students has been encouraged. During the past years various studies have demonstrated that the incorporation of collaborative work renders high levels of satisfaction among students, though the results obtained in relation to performance are more modest. The objective of the present research is to determine whether the incorporation of collaborative work, in an intensive way, in the Data Analysis in Psychology course for the academic year 2006–2007 produces an increment in the performance of the students, as well as keeps the high levels of student satisfaction with this course. A sample of 350 registered students in this 2006–2007 academic course was used. The outcome of our study shows a significant increase of students presenting the evaluations and passing the course when com- pared to those of the previous academic year, as well as the high levels of satisfaction, on the part of the students, with the organization of this course. Keywords Cooperative learning · Teaching statistics 1 Introduction In the last past decades there has been a surge of theories referring to the potential of human learning that together with the implementation of the European Higher Education Area (EHEA) are linked to the deep change that is taking place in European universities. This transformation entails the necessity of substantial modifications in the conception of teach- ing and student learning processes; students have traditionally adopted a passive role in the acquisition of knowledge. Hence, one of the main principles in EHEA implementation is the promotion of student autonomous learning, which implies that they are considered as active J. Guàrdia-Olmos (B ) · M. Peró-Cebollero · M. Freixa-Blanxart · J. Turbany-Oset · A. Gordóvil-Merino Departament de Metodologia de les Ciències del Comportament, Facultat de Psicologia, Universitat de Barcelona, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, Spain e-mail: jguardia@ub.edu 123