ERIC Number: ED385154
Record Type: RIE
Publication Date: 1995
Incorporating Cooperative Learning Strategies To Improve Science Achievement Scores among Ninth Grade ESOL I and II Physical Science Students.
In response to the poor achievement, negative attitudes, and anxiety of limited-English-proficient (LEP) ninth-grade students (n=90) in science classes, a cooperative learning approach to instruction was adopted. In an effort coordinated with teachers of English for Speakers of Other Languages (ESOL), the students were assigned to cooperative learning groups and given specific projects corresponding to the curriculum but requiring exploratory and investigative methods rather than reading from a textbook. In addition, the teacher contacted parents by telephone and wrote to them in English, Spanish, and Creole, offering tips for assisting their students. An additional 21 students were brought into the program. Results indicate that project objectives were met in: student achievement on a teacher-made criterion-referenced post-test; majority passing the course with a C or better grade; entries in the science fair; regular student participation in hands-on classroom activities; improved student attitudes toward science; use of alternative student evaluation techniques; and parent contact. Suggestions for improvement include further development of the post-test to reflect class activities, creation of a parent guide, and provision of tutoring options. The post-test and class-related forms are appended. (MSE)
Descriptors: Achievement Gains, Anxiety, Classroom Techniques, Cooperative Learning, English (Second Language), Evaluation Methods, Grade 9, High Schools, Instructional Effectiveness, Limited English Speaking, Science Achievement, Science Instruction, Student Attitudes, Student Evaluation, Underachievement
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Ed.D. Practicum Report, Nova Southeastern University. Contains very light, broken type.