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ERIC Number: ED451102
Record Type: Non-Journal
Publication Date: 1999-Sep
Pages: 41
Abstractor: N/A
Reference Count: N/A
The Effects of Cooperative Learning on the Social Studies Curriculum.
Hoxworth, Stacey Lee
This study, conducted in Knox County, Tennessee, compared retention scores of students using traditional learning methodologies to retention scores of students taught using cooperative learning strategies. Participants (n=23) remained the same during both phases of instruction. A comparison of posttest scores of a fifth grade social studies unit taught using traditional instruction to that of a social studies unit taught using cooperative learning strategies showed no significant difference at the .05 level of significance in the students' performance after cooperative learning instruction. The hypothesis was retained: there is no significant difference between retention scores of students who are taught social studies with cooperative learning strategies and retention scores of students who are taught social studies through traditional methods. Nine of the twenty-three students who participated in this study increased their test average by nine percent or better under cooperative learning strategies. However, as a class the test average decreased by two percent on average during cooperative learning instruction. More research is needed in this area. (Contains 2 figures, 1 table, and a 45-item bibliography. Approval forms are appended.) (Author/BT)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A