Author: Rebecca A. RogersPublisher:
ISBN:
Category : Adjustment disorders in children
Languages : en
Pages : 60
Book Description
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.