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ERIC Number: ED534493
Record Type: Non-Journal
Publication Date: 2011
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2670-0143-6
Implementation of Cooperative Learning by Secondary School Mathematics Teachers
Oh, Young Mee
ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University
The purposes of this study are to identify similar and different characteristics among middle and high school mathematics teachers who implement cooperative learning (CL) frequently, identify the factors that motivate them in continual employment of CL, and to examine how CL is implemented by frequent users of CL (i.e., components of CL used, students' attitudes toward CL, and use of questions with metacognitive cues). The study involves both qualitative and quantitative research methods to answer the research questions. Eight secondary mathematics teachers (N=8) from New York City schools who are frequent users of cooperative learning were identified and interviewed, and the teachers' classroom teaching was observed for five days. At the end of five-day classroom observations, the survey on students' attitudes toward cooperative learning was administered to the students in the participating teachers' classes. The responses from the interviews, the classroom observations, and the surveys were transcribed, coded, and analyzed to answer the research questions. The results show that the high users of CL have congruent beliefs about the teacher/student role and acquisition of knowledge as those proposed by educational theories behind CL. The teachers have positive attitudes toward CL. The participants work closely with their colleagues, and the principals support and encourage the use of this learning methodology. Moreover, the teachers consider curriculum, student-ability, time constraint, and classroom management when planning for CL activities. The factors that motivate the high users of CL in frequent implementation of this learning method include the teachers' enjoyment in teaching with CL, the benefits the teachers observe with the use of CL, the students' positive attitudes and enhanced academic scores, and the school's educational policy. The participating teachers utilize all of the essential components of cooperative learning. The students have positive attitudes toward CL and toward the different components of CL. For each teacher, the students have positive attitudes toward CL and toward the different components of CL, with the exception of the Group Processing component. Furthermore, on average the teachers incorporate fifty questions with metacognitive cues in their classroom teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York