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The purpose of this study was to determine the effects of cooperative learning on the attitude and achievement of teachers enrolled in a graduate statistics course. Thirty students received instruction from a faculty member fully trained in cooperative learning methodology. A nine-item survey was administered at the conclusion of the course. Responses were tallied as either positive or negative on factors related to cooperative learning techniques used throughout the semester. Examination scores were compared to those of a comparable group of students taking the same course with another instructor using traditional lecture methods. Results of the survey indicated that 96 percent of the students felt increased support and a reduction in anxiety. Students also felt their comprehension of statistics was augmented by participation in group exercises. T-tests performed on examination scores revealed no significant differences between the two classes. Despite the fact that significant differences in achievement were not evidenced between the two teaching methodologies, the qualitative data suggest that cooperative learning techniques positively influenced student motivation, self-efficacy, level of anxiety, and sense of social cohesiveness. Contains 20 references. (Author)

Descriptors: Academic Achievement, Classroom Environment, Comparative Analysis, Cooperative Learning, Graduate Students, Graduate Study, Higher Education, Self Efficacy, Statistics, Student Attitudes, Student Motivation, Surveys, Teaching Methods











Autor: Courtney, Daria Paul; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9439&id=ED354808







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