ERIC Number: ED477450
Record Type: RIE
Publication Date: 2003
Reference Count: N/A
Does Cooperative Learning Belong in the College Writing Classroom?
Nowlin, Barry R.; Amare, Nicole E.
This study, which was primarily experimental in nature, sought to determine whether cooperative argumentative writing, in contrast to competitive individual writing, has positive effects on student performance and attitudes. A brief qualitative analysis using student questionnaires, journals, and interviews (n=73) was conducted to assess students' attitudes toward cooperative learning. Using analysis of covariance as a statistical measure, the study determined that freshman college students write as well in a cooperative group environment as they do individually. The results also indicate that by using cooperative groups to write argumentatively, cooperative learning can become a valuable pedagogical tool when integrated into the college writing classroom. Although these qualitative data reveal that students respond somewhat negatively to certain aspects of cooperative learning, their attitudes did not impede the quality of their writing, and many acknowledge that the overall experience was positive. (Contains 2 figures and 31 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A