ERIC Number: ED395622
Record Type: RIE
Publication Date: 1996-Mar
Reference Count: N/A
The Effects of Cooperative Learning and Teaching Strategies on Student Achievement with Implications for Faculty In-Service Education.
Wilson, Charles E.
A study was conducted at Kansas City Kansas Community College to determine if cooperative learning strategies were effective in improving teaching quality and enhancing the learning process of students in social science courses in general and in entry-level sociology and psychology classes specifically. A review of the literature provided considerable evidence in support of cooperative learning as a viable educational strategy for college instruction. Outcomes were then compared for four courses: an entry-level sociology and an entry-level psychology course using cooperative learning strategies and control entry-level sociology and psychology courses using more traditional methods. The experimental courses involved small group learning activities, such as discussions, problem solving, and study reviews, while the traditional teaching methods used in the control groups included lectures, question and answer sessions, and textbook/study guide reviews. An analysis of final course grades for the 50 students completing cooperative learning sections and the 100 completing control sections found no significant differences in grades, suggesting that cooperative learning was not more effective than traditional methods. However, based on student comments on course evaluations, students tended to respond positively to the cooperative learning methods that they experienced. Contains 85 references. Comments from students in cooperative learning sections are appended. (TGI)
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Kansas City Kansas Community College
Note: Major applied research project, Nova Southeastern University.