Type of Document Master's Thesis Author Njenga, Jonah Author's Email Address jmn9804@gmail.com URN etd-08252010-001820 Title Evaluation of the Effectiveness of Cooperative Learning Structures in Improving Students’ Performance Degree Master of Natural Sciences (M.N.S.) Department Natural Sciences (Interdepartmental Program) Advisory Committee
Advisor Name Title Watkins, Steven F Committee Chair Browne, Dana Alan Committee Member Cherry, Michael L Committee Member Keywords
- Collaborative Learning
Date of Defense 2010-07-29 Availability unrestricted Abstract In a desperate attempt to improve high school classroom performances, recently,schools have begun to move towards incorporating cooperative learning strategies into
their classrooms. Generally, cooperative learning strategies can be described as the
use of small groups to encourage learners work together and accomplish shared goals
and subsequently maximize theirs and others’ potential. In an attempt to evaluate the
effectiveness of this strategy on classroom learning, this study compares the gains in
means of scores between a group taught using cooperative learning strategies and
another group taught using non-cooperative learning strategies.
Fifty-three students taking Algebra I were given a pretest before administering
this strategy then a posttests afterwards to determine the normalized gain based on the
Hake equation. Thirty-one students participated in cooperative learning out of which
77% showed a net mean positive gain whereas, the 22 students in the non-cooperative
group had a positive gain of 54%. Comparison of these results did not indicate any
statistical significance between the two groups. However, it was observed that students
who worked in cooperative groups were more engaged, more responsible in completing
group assignments and more organized while working in their respective groups. These
results may encourage the practice of cooperative learning strategies in a high schoollevel
setting.
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