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ERIC Number: ED540918
Record Type: Non-Journal
Publication Date: 2012
Pages: 157
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2672-6557-9
Cooperative Learning and Its Effect on Fourth-Grade Mathematics Students' Achievement, Motivation, and Self-Efficacy
Torchia, Sean P.
ProQuest LLC, Ph.D. Dissertation, Capella University
The focus of this study was to explore the relationship between the use of cooperative learning strategies and student achievement, and student perceptions of self-efficacy and motivation in mathematics. Teacher perceptions of the impact that cooperative learning strategies have on student achievement, intrinsic motivation, and self-efficacy were also explored. A convenience sampling was used. A total of 49 fourth-grade students, 30 from a class that implements cooperative learning strategies and 19 from a classroom that does not utilize cooperative learning strategies, as well as four fourth-grade teachers who use cooperative learning strategies to varying degrees, participated in this study. Data were collected through a variety of methods, including individual interviews, focus group interviews, observations, and pre- and postunit tests. A theoretical analysis was used to analyze the data. Findings were confirmed using triangulation. The findings demonstrated that cooperative learning does influence student achievement positively. They also showed that students' self-efficacy and intrinsic motivation are influenced positively as well. [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: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A