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ERIC Number: ED512114
Record Type: Non-Journal
Publication Date: 2010-Sep
Pages: 29
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: N/A
Strategies to Increase Participation in Cooperative Learning Groups
Maher, Laura
Online Submission
This action research examines how focused organization, group roles, and gender grouping impact student participation when working in a cooperative group setting. Fifty-two sixth graders were studied for a period of nine weeks. Results show when students are organized in their cooperative groups, there will be an increase in student participation. Participation also increased when students were given assigned roles. Lastly, this research shows that my hypothesis was incorrect by thinking participation would increase when students work in same gender cooperative groups. To come to these results, data was collected using a triangular approach focusing on observations, change in grades, and questionnaires. The following are appended: (1) Data Collection Matrix; (2) Teacher Observation Log: Focused Organization; (3) Focused Organization; (4) Teacher Observation Log: Group Roles; (5) Student Roles; (6) Group Roles; (7) Teacher Observation Log: Gender Grouping; and (8) Gender Grouping. (Contains 5 figures.)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A