Download or read book The Effects of Cooperative Learning Strategies on Sixth grade Students Academic Growth and Attitude in Mathematics written by Betsy Moss and published by . This book was released on 1992 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Cooperative Learning on the Mathematics Achievement and Attitudes Toward Mathematics of Chapter 1 Sixth Grade Students written by Devi Mattai and published by . This book was released on 1994 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Cooperative Learning Instructional Strategies on Academic Achievement Among Sixth Grade Social Studies Students written by Amalya Nattiv and published by . This book was released on 1986 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Cooperative Learning on Mathematics Achievement of Sixth grade Students written by Margaret Kinsella and published by . This book was released on 1996 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Cooperative Learning on Sixth Grade Student s Attitude and Achievement of Problem Solving written by Julie Willenborg and published by . This book was released on 1994 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Problem Solving in Cooperative Learning Groups written by Heidi I. Janzen and published by . This book was released on 1990 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Using Cooperative Learning Strategies in Sixth Grade Science and Math Classes written by Sondra A. Peterson and published by . This book was released on 1990 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cooperative Learning and Metacognitive Instruction written by Fanny Jimenez and published by GRIN Verlag. This book was released on 2005-07-29 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seminar paper from the year 2004 in the subject Pedagogy - General, grade: A (excellent), Indiana University (Instructional Systems Technology), course: Instructional Psychology, language: English, abstract: INTRODUCTION There has been a lot of research concerning the problems of implementing new techniques and strategies into classroom instruction. The difficulties of innovation may be due to resistance to change, lack of congruence between teachers’ beliefs and practices and several other factors. This does not sound very optimistic in terms of improving learning situations for students. However, there are some ways to enhance student performance that at first sight do not seem to be very complicated but nevertheless are quite effective without depending on the former mentioned barriers too much. The purpose of this synthesis paper is to present recent findings concerning two of those strategies, cooperative learning and metacognitive instruction, and critically discussing their effectiveness and applicability as well as their limitations and implications for future research. First, a short overview is given on the problem of implementing new techniques in classroom instruction and changing teachers’ practices. This is done to provide a framework and consider the main constraints. Then, research on the two strategies is presented and discussed with regard to applicability and limitations. The main indicator of whether those strategies actually reach the student or not is student achievement as usual, even though it is certainly not the only important one and some other indicators are considered. Finally, a short summary and conclusion is given and implications for future research are considered.
Download or read book The Effectiveness of Cooperative Learning in the Mathematics Classroom written by Areej Barham and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 428 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 The Effects of Cooperative Group Instruction Versus Whole Class Instruction on the Mathematics Achievement and Attitude Towards Mathematics of Male and Female Sixth Grade Students written by Simone R. Burke and published by . This book was released on 1999 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Cooperative Learning Strategies on the Math Achievement of Fourth Grade Students written by Kevin A. Phillips and published by . This book was released on 2001 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Cooperative Learning on Problem Solving Achievement in a Sixth Grade Math Classroom written by Kourtney Few Mance and published by . This book was released on 2001 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Use of Cooperative Learning with at Risk Students in Mathematics written by Rebecca A. Rogers and published by . This book was released on 2004 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: The investigator examined the academic and attitude effects of cooperative learning instruction on 46 fifth grade at-risk students in mathematics from two different fifth grade classrooms. The experimental group was taught math in the researcher’s classroom with cooperative learning strategies; whereas the control group was taught using whole group instruction with traditional methods. A two sample t test for independent samples was conducted on the posttest results to determine if there were significant differences between the control and experimental groups. There was a significant difference in academic achievement between the experimental group and the control group. Student opinion surveys were used to determine if there was a significant difference in the attitudes of students taught with cooperative learning and those taught by traditional methods. The study indicated that there was no significant difference in attitude.
Download or read book The Effects of Cooperative Learning Instruction in Science on the Achievement and Attitudes of Sixth grade Students written by Jane Collins Callahan and published by . This book was released on 1990 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cooperative Learning written by Erin R. Teske and published by . This book was released on 2010 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Personal Motivation written by Robert P. Cavalier and published by Praeger. This book was released on 2000-04-30 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: A new text for positive psychology, this book places the self as the decision maker at the center of the motivational process. Personal Motivation represents a new approach for student and scholar to consider motivation theory, self theory, and decision theory. It supports current thinking, which sees the self as possessing power for growth and change. Challenging traditional motivation and personality theories, it puts personality within the context of a new motivation model. It also challenges current thinking by distinguishing between choosing and deciding, and by describing the various characteristics of decision making as uniquely human. The self is reciprocally influenced by three motivational systems and is formed by the motivational process itself. A triarchic theory of motivation is proposed consisting of interdependent systems: formative, operational,and thematic. This book places the study of psychology back in the arena of life by developing a model of motivation and decision making immediately relevant to personal experience.
