Download or read book The Benefits of Cooperative Learning on Pre algebra Test Scores when Comparing Male Students to Female Students written by Celinda Vance Hollingsworth and published by . This book was released on 1997 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the effects of cooperative learning and to see if male students or female students benefit more.
Download or read book Cooperative Learning and Pre Algebra written by Becky Bride and published by . This book was released on 2009-12-29 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Cooperative Learning on Test Scores in Accounting Compared to the Test Scores of Students Working Individually written by Charles Dugger and published by . This book was released on 1997 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cooperative Learning Pre algebra written by Becky Bride and published by . This book was released on 2022 with total page 299 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Cooperative Learning as Compared to Traditional Methods on Mathematic Achievement in Fourth Grade written by Delmer S. Gilliam and published by . This book was released on 1996 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Compares math test scores of fourth grade students working in cooperative learning groups with those students in whole group instruction.
Download or read book An Assessment of the Effectiveness of Cooperative Learning Strategies in Promoting Problem solving Skills and Achievement in Mathematics written by and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The study investigates the rationale and value of using cooperative learning strategies in the mathematics classroom with special reference to its effectiveness in promoting problem solving skills and levels of achievement in mathematics. In this it is compared with traditional teaching methods. The study sample was composed of 348 eighth grade students in eight classes from two separate female and male schools and included female and male teachers. Two female and two male teachers were trained in the use of cooperative learning strategies in their classes during the implementation of the experiment, while the other four teachers had been asked to keep using their usual traditional teaching methods. The experiment took place within two scholastic semesters and the same mathematical content was covered by the two groups within the experiment. Pre- and post-mathematical achievement tests were employed to assess students' progress in achievement and problem solving skills. Also, a programme evaluation questionnaire was applied at the end of the experiment for all students involved. In addition to the quantitative methodology, the study also addressed qualitative issues. All the teachers involved in the experiment, and a sample of students, were interviewed. Lesson observations were conducted within the research programme to evaluate the implementation of the cooperative learning strategies and teachers' and students' responses towards it. In addition, teachers were asked to record weekly diaries to assess their judgement on student progress within the experiment. The researcher recognises that teachers and students who apply cooperative learning strategies might be strongly motivated and be more enthusiastic by the very fact of trying a new strategy. Consideration was, therefore, given to this point at all stages. The study tries to determine if such strategies are really valuable in the mathematics classroom, allowing for all the variables, and have measurable effects in promoting problem solving skills and achievement in mathematics. The study demonstrates that cooperative learning strategies enhance the teaching and learning process by transferring focus from a teacher-centred situation into a student- centred learning context. This enriches the cognitive, competitive and social interaction and, hence, develops outcomes in the cognitive, affective, motivational and social domains. The study proved the positive impact of applying such strategies in enhancing mathematical achievement and promoting problem solving skills compared with the impact made by traditional teaching strategies. Cooperative learning strategies could offer all students with different abilities the opportunities to cooperate, interact and participate in the mathematics lesson. This gave them a chance to do mathematics by themselves, speak their thoughts, offer and receive explanations, introduce several procedures for solving problems and, hence, profit from the mathematical knowledge available in the group as a whole. The new learning approach encouraged students to challenge problems and provided them with the opportunities to speak mathematically, to understand the mathematical concepts and rules and to use them. Results from the study also demonstrated that cooperative learning developed other skills. It improved student interaction, communication and social skills and built more positive attitudes towards learning compared with the traditional methods. Developing student behaviour and personality was, therefore, an important additional feature. The study illustrated that cooperative learning strategies help to solve problems faced by teachers in classroom management. As expected, the research showed that outcomes differed from case to case and from one situation to another. The academic ability of students and the quality of mathematical material played an obvious role emphasising positive or negative affects. On the other hand, gender differences examined in the study showed that, despite female students achieving better results, male students actually displayed more positive attitudes toward mathematics. But again, female students were more enthusiastic in applying cooperative learning. The study is the first of this nature to be applied in Jordan and has several implications for theory and practice. No teaching method is the best, but it is recommended to provide teachers with professional training programmes to apply more developmental teaching methods effectively and to modify mathematical textbooks and teachers' guides for the use of different teaching methods. It is recommended that more research be carried out in different fields of study to concentrate on improving the quality of learning and enhancing problem solving skills.
Download or read book Resources in Education written by and published by . This book was released on 1978 with total page 1004 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book To Group Or Not to Group that is the Question A Comparative Study Examining the Impact of Cooperative Learning Versus Individual Learning written by Luz Ledesma and published by . This book was released on 2013 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this study was twofold. First, the research aimed to determine if academic achievement would be improved by working in groups versus working individually. To accomplish this goal, the researcher compared three chapter exam scores between the traditional and cooperative classes. Secondly, the study was also designed to collect the students' attitudes toward mathematics in general and cooperative learning in specific. Quantitative data was collected through grade scores and a likert scale survey. Student achievement was analyzed by comparing changes in the mean tests scores and their respective 95% confidence intervals between the traditional and cooperative groups. Students' attitudes toward math were captured through a 4-point scale Likert survey. Qualitative data was based on an open-ended survey regarding students' attitudes regarding cooperative learning. Quantitative data did not reveal any difference between the traditional and cooperative classes. Qualitative data showed that students prefer to work in groups rather than individually.
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 1994 with total page 1842 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Using Cooperative Learning Strategies with Ninth Grade Pre algebra Students written by Lisa Sue Harris and published by . This book was released on 1996 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Co teaching on Mathematics Achievement of Middle School General Education Students written by Jarrod Bingham and published by . This book was released on 2019 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: To accommodate the presence of special education students in general education classrooms, many schools have implemented collaborative teaching or co-teaching, a model in which two or more teachers share responsibility for a group of students. While myriad research has demonstrated that this model benefits special education students, very little researchers have examined the effect of co-teaching upon the general education student, who often outnumber the special education students. The purpose of this quantitative causal-comparative study was to investigate co-teaching’s impact upon the mathematic achievement of general education students. The independent variable in this study was students’ placement into either a) co-teacher classrooms or b) single teacher classrooms. The dependent variable was students’ scores on the STARâ assessment by Renaissance Learningâ. Students’ scores on a previous administration of the test were covariates in the study. In addition to making the aforementioned comparison, the researcher looked for significant differences between the test scores of cotaught females and cotaught males. The researcher used an ANCOVA to run these analyses and observed no significant difference between the test scores of the treatment and control groups. The results also failed to yield a significant difference between the males and the females. While there was no significant difference among the general education students, the researcher implied that the fact that general education students did not perform at a significantly lower level might actually validate the collaborative teaching model. Future researchers should consider either duplicating this study with a larger, more diverse sample or conduct a similar study that also examines the efficacy with which collaborative teaching is being implemented.
Download or read book Cooperative Learning and Algebra written by Becky Bride and published by . This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, master teacher, trainer, and celebrated math author Becky Bride will show you step-by-step, activity-by-activity, and lesson-by-lesson how she used cooperative learning structures to help her students succeed with algebra year after year. When the power of student-to-student interaction is unleashed in algebra, students enjoy learning more and the abstract algebraic concepts become more concrete and understandable.
Download or read book Cooperative Learning Mathematics written by Beth Andrini and published by . This book was released on 1990 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grade level: 1, 2, 3, 4, 5, 6, 7, 8, k, p, e, i, s, t.
Download or read book The Effects of Using Cooperative Learning Groups in an Accelerated Algebra 1 Class written by Heather Caruso and published by . This book was released on 2008 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to reflect on current teaching practices and develop strategies that would engage and support all students in learning. Building upon prior studies, it was the researcher's intent to examine the effects of using cooperative learning groups with an accelerated math class. For this research, a nonexperimental design was used. The study involved 56 seventh and eighth grade students. The study took place at a middle school in Southern California. The researcher used a pre-test and post-test to determine academic achievement within a three week period. The researcher taught the control group using a teacher-centered approach and the experimental group was taught using cooperative learning groups. The results from this study indicate that the use of cooperative grouping was beneficial to the overall class as well as the top students in each class. KEYWORDS: Accelerated math class, cooperative grouping, middle school, non experimental design, teacher-centered approach
Download or read book Enhancing Math A Through Cooperative Learning and Authentic Applications written by Katherine Marie Bell and published by . This book was released on 1993 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improving Math Test Scores Through Cooperative Learning written by Sally Case and published by . This book was released on 1989 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Multiple Intelligences Structures and Activities written by Laurie Kagan and published by . This book was released on 2001-06-19 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
