The Effects of Cooperative Learning on the Spelling Achievement of Third Grade Students
Author | : Kathleen Luszcak |
Publisher | : |
Total Pages | : 146 |
Release | : 1995 |
Genre | : Education, Elementary |
ISBN | : |
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Author | : Kathleen Luszcak |
Publisher | : |
Total Pages | : 146 |
Release | : 1995 |
Genre | : Education, Elementary |
ISBN | : |
Author | : Tracey Patella |
Publisher | : |
Total Pages | : 170 |
Release | : 2003 |
Genre | : English language |
ISBN | : |
Author | : Joan K. Burger |
Publisher | : |
Total Pages | : 106 |
Release | : 1990 |
Genre | : Group work in education |
ISBN | : |
Author | : Angelina Carione |
Publisher | : |
Total Pages | : 108 |
Release | : 2002 |
Genre | : Group work in education |
ISBN | : |
Author | : Greg L. Peck |
Publisher | : |
Total Pages | : 244 |
Release | : 1991 |
Genre | : English language |
ISBN | : |
Author | : Layal Moussa Kameh |
Publisher | : |
Total Pages | : 268 |
Release | : 2009 |
Genre | : |
ISBN | : |
Research findings have determined that teaching methods, among other factors, ha ve an impact on elementary students' science achievement. Educators have been st riving to devise teaching methods to improve science outcomes. A variety of teac hing strategies that involve hands-on activities and that allow students to be m ore independent learners have been designed to be used in science classrooms. On e of those methods is cooperative learning. Proponents argue that by working wit h others and sharing their experiences, one can see different points of view and can thereby maximize learning as well as developing interpersonal and communica tion skills. Many educators believe that this is an effective method because thi s is the way that scientists and engineers work. The review of the literature revealed unresolved disagreement concerning the eff ect of cooperative learning. Research showed that cooperative learning can have a positive, negative, or no effect on learners' academic achievement. In additio n to that there was a scarcity of research on cooperative elementary science in general, and lower elementary science in particular. The purpose of this study w as to investigate the effect of cooperative learning on elementary students' sci ence achievement, attitudes towards science, and attitudes towards cooperative l earning. In addition to that, the study investigated the challenges that the tea chers face during cooperative learning. A sample of (34) students from two grade 3 classes in a private school in Beirut city participated in this experimental/descriptive study, whereby a science uni t was taught to the two classes using two different methodologies: Cooperative l earning (experimental group) and direct instruction (control group). Pre- and po st- tests were administered to both groups to compare students' achievement befo re and after the intervention, and an attitude questionnaire was administered at the same time. Later, the focus group approach was used to investigate their at titudes towards science and cooperative learning. In addition to that, the teach er was interviewed to discuss her role and the challenges that she faces when co operative learning is implemented. Results of the study showed that cooperative learning had no effect on students' science achievement. However, it had a significant ...
Author | : Linda J. Martinez |
Publisher | : |
Total Pages | : 128 |
Release | : 1990 |
Genre | : Education, Bilingual |
ISBN | : |
Author | : Marion M. Mayer |
Publisher | : |
Total Pages | : 182 |
Release | : 1963 |
Genre | : English language |
ISBN | : |
Author | : Lyle Rangel |
Publisher | : |
Total Pages | : 139 |
Release | : 2021 |
Genre | : Slow learning children |
ISBN | : |
THE PROBLEM A pilot study had shown that below average learners have commonalities in their learning styles. Since the literature had demonstrated that matching students’ learning style with a compatible teaching approach could improve the academic performance of children, this study attempted to determine what the impact of teaching cooperatively, a teaching approach that closely matched the preferred learning style of the below average learners, would have on such learners. The impact of the teaching strategy was evaluated through changes in spelling scores, in self-concept and in locus of control. Further, the impact on boys and girls was monitored to determine if either gender would respond differently to this teaching approach. METHOD A non-equivalent control group design was used to organize the study. Six teachers were randomly assigned to either an experimental or control group from two public school sites. The experimental teachers received inservice in cooperative learning. At the same time, the students of both the experimental and control group teachers were pretested in terms of spelling achievement, self-concept and locus of control. The experimental teachers then taught spelling using cooperative learning during a six week treatment period. At the conclusion of the six weeks, the students were posttested. ANALYSIS OF DATA The data was analyzed using the analysis of covariance procedure in order to evaluate the three null hypotheses and their sub-hypotheses. RESULTS Two of the three null hypotheses were rejected. The results indicated that the experimental group significantly outperformed the control group in spelling achievement with both the experimental males and females showing significantly greater growth in spelling than the control males and females, respectively. On the locus of control measure, there was a significant difference between the experimental and the control groups, favoring the experimental group, due mainly to the performance of the experimental females. On the self-esteem measure, the experimental males scored significantly higher than control males. Analyses to determine the effect that the school site had on the performances of the students did not reflect a specific effect for school site. When Q1 students (those scoring below the twenty-fifth percentile on their overall score on the Comprehensive Test of Basic Skills) were compared with Q2 students (students scoring between the twenty-fifth percentile and below the fiftieth percentile on their overall score on the Comprehensive Test of Basic Skills) no systematic effect because of academic level (Q1 or Q2) was found.