To Group Or Not to Group, that is the Question: A Comparative Study Examining the Impact of Cooperative Learning Versus Individual Learning
To Group Or Not to Group, that is the Question: A Comparative Study Examining the Impact of Cooperative Learning Versus Individual Learning

Author: Luz Ledesma

Publisher:

Published: 2013

Total Pages: 274

ISBN-13:

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The focus of this study was twofold. First, the research aimed to determine if academic achievement would be improved by working in groups versus working individually. To accomplish this goal, the researcher compared three chapter exam scores between the traditional and cooperative classes. Secondly, the study was also designed to collect the students' attitudes toward mathematics in general and cooperative learning in specific. Quantitative data was collected through grade scores and a likert scale survey. Student achievement was analyzed by comparing changes in the mean tests scores and their respective 95% confidence intervals between the traditional and cooperative groups. Students' attitudes toward math were captured through a 4-point scale Likert survey. Qualitative data was based on an open-ended survey regarding students' attitudes regarding cooperative learning. Quantitative data did not reveal any difference between the traditional and cooperative classes. Qualitative data showed that students prefer to work in groups rather than individually.

Learning to Cooperate, Cooperating to Learn
Learning to Cooperate, Cooperating to Learn

Author: R. Hertz-Lazarowitz

Publisher: Springer Science & Business Media

Published: 2013-11-11

Total Pages: 477

ISBN-13: 1489936505

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This book was written and edited as a project of the International Asso ciation for the Study of Cooperation in Education (lASCE). It grew di rectly out of the second conference of the lASCE, held at Brigham Young University, Provo, Utah, in [uly 1982. The chapters in the book were originally presented in some form at the Provo conference, though most have been considerably revised since that time. This is the second book sponsored by the lASCE; the first, Cooperation in Education (Provo, Utah:Brigham Young University Press, 1980), edited by Shlomo Sharan, Paul Hare, Clark Webb, and Rachel Hertz-Lazarowitz, was based on the proceedings of the first conference of the IASCE in Tel Aviv, Israel, in 1979. The IASCE is a group of educators interested in studying, devel oping, or applying cooperative methods at various levels of the process of education. It includes researchers, teacher educators, teachers, and school administrators from more than a dozen countries.

A Study of the Use of Cooperative Learning with at Risk Students in Mathematics
A Study of the Use of Cooperative Learning with at Risk Students in Mathematics

Author: Rebecca A. Rogers

Publisher:

Published: 2004

Total Pages: 60

ISBN-13:

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The investigator examined the academic and attitude effects of cooperative learning instruction on 46 fifth grade at-risk students in mathematics from two different fifth grade classrooms. The experimental group was taught math in the researcher’s classroom with cooperative learning strategies; whereas the control group was taught using whole group instruction with traditional methods. A two sample t test for independent samples was conducted on the posttest results to determine if there were significant differences between the control and experimental groups. There was a significant difference in academic achievement between the experimental group and the control group. Student opinion surveys were used to determine if there was a significant difference in the attitudes of students taught with cooperative learning and those taught by traditional methods. The study indicated that there was no significant difference in attitude.

Effects of Cooperative Learning on Social and Mathematics Achievement
Effects of Cooperative Learning on Social and Mathematics Achievement

Author: Kagnew Tarekegn

Publisher: LAP Lambert Academic Publishing

Published: 2014-10-06

Total Pages: 92

ISBN-13: 9783659613135

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Cooperative learning has ancient roots in many societies. As a field, it was originated from social psychology dating back to Norman Triplett's observations in 1898 of cyclists' enhanced performances when they cycled together rather than alone. The application of cooperative learning in the classroom has been the focus of research since early 1970s. In this study, quasi-experimental research design in which pretest-posttest non-equivalent groups design was employed to examine the effects of STAD cooperative learning against traditional lecture on social and mathematics achievement of primary school students. Most people consider cooperative learning as group learning. In practice, cooperative learning is not just group-learning rather it is more than group learning. It is also a cornerstone of inclusive education because inclusion is not something teachers do for a few students rather it is something teachers can do for every student in their class by applying the principles of cooperative learning.