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ERIC Number: ED471548
Record Type: RIE
Publication Date: 2002-Nov
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effectiveness of Cooperative Learning as a[n] Instructional Strategy To Increase Biological Literacy and Academic Achievement in a Large, Non-Majors College Biology Class.
Sadler, Kim Cleary
Students in 6 Biology classes for nonmajors (n=349) participated in this study of the effectiveness of cooperative learning as an instructional strategy. One lecture class integrated daily cooperative group learning strategies throughout the semester; the other five classes continued direct lecture instructional practices. The data collected to determine biological literacy were obtained using the Biology Self-Efficacy Scale (BSES) (J. Baldwin, D. Ebert-May, and D. Burns, 1999) and the Texas high school Biology End-of-Course (BECE) examination for spring 2001 administered in a pretest and posttest design. Data on student achievement came from the final course grade as reported by the lecture instructor. Differential means were analyzed with a one-way analysis of variance. Comparing the cooperative with the direct lecture classes shows a significant difference between the differential means of BSES factor 3, application of biological concepts, and BECE overall knowledge. There was no significant difference between the cooperative class and the direct lecture classes BSES factor 1, methods of biology and factor 2, generalization to other sciences, or BECE process and content questions. There was no significant difference in academic achievement. Although the cooperative lecture class reported greater confidence in applying biology to other areas and overall biology knowledge, this studys results were not consistent with primary through postsecondary research related to cooperative learning, biological literacy, and academic achievement. (Contains 32 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Chattanooga, TN, November 6-8, 2002).