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Identifier	LB1032 L58 2010
Author	Litke, Michael, 1982-
Title	The effects of cooperative learning on student achievement on individualized assessments
Publisher	Central Connecticut State University
Date	2010
Resource Type	Special Project
Notes	Cooperative learning is a highly valued teaching method used in all subjects and at all levels of education. It provides students with an opportunity to interact with one another to not only understand educational concepts presented by the teacher, but to also build social interaction skills that will be vital for their futures. Unfortunately, most formal assessments of learning in the educational world, such as standardized tests, midterm and final exams, and in-class tests, are not consistent with the use of cooperative learning models. All standardized tests, such as the SAT, ACT, CAPT, CMT, upon which many students’ abilities are evaluated, require that the student be able to answer questions and demonstrate knowledge of a subject on an individualized basis. This study examined the role of cooperative learning in a student’s individual performance on assessments. The students were exposed to the cooperative learning strategy, Student Teams Achievement Divisions, commonly referred to as STAD. These students were required to work within small, diverse learning groups during class sessions, but were then assessed on an individual basis. Though assessed on an individual basis, each student’s performance on the assessment had an effect on all members of the cooperative learning group. Each student’s individual assessment grade was supplemented with additional points based on the performances of the other members within their group. This requirement was used to enforce the importance of individual accountability and group goals as the major facets of the cooperative learning teaching model. The students were all a part of a college-level algebra class in an urban high school. The topics studied by the students were the basic concepts of trigonometry: angle measurement, right triangle trigonometry, the unit circle, and trigonometric ratios. The students were given a twenty question assessment as a pre-test before the treatment and the same assessment was given as a post-test after the treatment was administered. The results of these two assessments were compared and used to draw the conclusions of the study.
Subject	Group work in education Mathematics -- Study and teaching (Secondary)
Department	Department of Mathematical Sciences
Advisor	Mitchell, Maria T.
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	721935218
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