The Impact of Intentionally Teaching Cooperative Learning

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Michael Coquyt

Keywords

cooperative learning

Abstract

The purpose of this study was to examine the impact of cooperative learning in the classroom. The researchers intentionally taught and encouraged skills to enhance cooperative learning throughout the duration of the study. The methods of cooperative learning that the researchers introduced the subjects to are positive, negative and neutral interdependence along with the five essential elements of cooperative learning: positive interdependence, face-to-face promotive interaction, individual accountability, small group skills, and group processing. Data was collected in the form of student surveys and teacher observations. Participants were surveyed on their views of cooperative learning before and after the essential skills were taught. Researchers observed participants during cooperative learning situations to gather data on essential skills being used, as well as any changes in behavior, academics, or social interactions. In conclusion, the researchers determined that intentionally teaching and encouraging cooperative learning skills led to a positive impact in all areas; however, the researchers noticed the greatest impact on behaviors and social interactions. Researchers also determined that in order to gain a better understanding of the impact of intentionally teaching cooperative learning in the classroom, they would need to observe the effects over a greater length of time.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract only: No full text available.

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