ERIC Number: ED480458
Record Type: RIE
Publication Date: 2002-Feb-11
Is Cooperative Learning a Valuable Instructional Method for Teaching Social Studies to Urban African American Students?
Ross, Michael C.; Seaborn, Aletia Wax; Wilson, Elizabeth K.
This study investigated whether there was a difference in the level of academic achievement for African American students when instructed through lecture and discussion and cooperative learning methods in the social studies classroom. Participants were 58 African American 12th graders in an urban public school. A control group was instructed using traditional lecture and discussion, while an intervention group received instruction through the Jigsaw II method of cooperative learning. Students' academic achievement was assessed using a pretest-posttest evaluation. Both groups were observed for 96 minutes during their regular instructional time over 5 days. Data were also collected via student surveys and teacher interviews. Results indicated that there was no significant difference in academic achievement levels between students taught using cooperative learning and students taught using lecture and discussion. Intervention students working in heterogeneous groups exhibited a relatively frequent use of cooperative behaviors (e.g., interpersonal skills, cooperative communication, and cooperative physical behaviors). Most students were comfortable working in these groups. Teachers expressed some concerns with cooperative learning, including that students appeared to show more difficulty with and reluctance about cooperative activities. There were racial differences in students' reactions to working cooperatively. (Contains 45 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: National Association of African American Studies, National Association of Hispanic and Latino Studies, National Association of Native American Studies, and International Association of Asian Studies 2002 Monograph Series. Proceedings.