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ERIC Number: ED364408
Record Type: RIE
Publication Date: 1993-Apr
Pages: 38
Abstractor: N/A
Reference Count: N/A
Structured Cooperative Learning and Achievement in a High School Mathematics Class.
Berg, Kathleen F.
This study of college-bound 11th graders assessed the feasibility and effectiveness of instruction that used a structured cooperative learning technique. The students worked in dyads with scripts that contained two learning situations with two roles: (1) explainer and checker; and (2) solver and checker. Both students then worked on summary questions and homework. Verbal interaction influenced learning and appeared to be a mediator of the effects of student characteristics on achievement. Specifically, the study focused on two questions: (1) Can an effective program using dyadic studying techniques be designed for a high school course in higher mathematics; and (2) When high school students are trained to use a dyadic studying strategy for learning from their text, what is the nature of their verbal interaction and does this interaction change over time? Two groups were compared using the same texts, tests, and teacher. Both questions were answered affirmatively and supported statistically. The study concluded that: (1) students can be expected to respond positively to the experience and to work cooperatively and productively together; and (2) 94% of the time students had on-task interaction. Numerous tables contain specific statistical information. Contains 47 references. (GW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Dyadic Interaction Analysis
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 1993).