Effectiveness of Variations in Collaborative Cooperative Learning in RDS Mathematics Classes.
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| Title: | Effectiveness of Variations in Collaborative Cooperative Learning in RDS Mathematics Classes. |
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| Language: | English |
| Authors: | Harding, R. Frederick, Fletcher, Richard K. |
| Peer Reviewed: | N |
| Page Count: | 18 |
| Publication Date: | 1994 |
| Intended Audience: | Researchers |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Ability Grouping, Algebra, College Students, Cooperative Learning, Developmental Programs, Grouping (Instructional Purposes), Higher Education, Mathematics Achievement, Mathematics Instruction, Remedial Instruction |
| Geographic Terms: | U.S.; Tennessee |
| Abstract: | Alarming questions are being asked of the teaching methods in present use. Are we maximizing the time on task in the classroom? Students (n=98) in a remedial mathematics course were studied for one semester and students (n=56) from a developmental mathematics course were studied in the second semester, at Tennessee Technological University. Students were divided into four different groups--traditional cooperative learning, ability aligned cooperative learning, alphabetical cooperative learning, and a non-cooperative learning control group. Each of the groups was pretested with the AAPP test for mathematics and posttested with the same instrument at the end of the semester. Though results did not indicate statistically significant differences favoring the cooperative learning groups over the non-cooperative control group, the greatest gains were by the traditional cooperative groups. The other cooperative learning groups did not gain appreciably differently from the non-cooperative groups. (Contains 54 references.) (MKR) |
| Notes: | Paper presented at the Annual Meeting of the Tennessee Academy of Science (Nashville, TN, November 18, 1994). |
| Journal Code: | RIESEP1995 |
| Entry Date: | 1995 |
| Accession Number: | ED382453 |
| Database: | ERIC |
| Abstract: | Alarming questions are being asked of the teaching methods in present use. Are we maximizing the time on task in the classroom? Students (n=98) in a remedial mathematics course were studied for one semester and students (n=56) from a developmental mathematics course were studied in the second semester, at Tennessee Technological University. Students were divided into four different groups--traditional cooperative learning, ability aligned cooperative learning, alphabetical cooperative learning, and a non-cooperative learning control group. Each of the groups was pretested with the AAPP test for mathematics and posttested with the same instrument at the end of the semester. Though results did not indicate statistically significant differences favoring the cooperative learning groups over the non-cooperative control group, the greatest gains were by the traditional cooperative groups. The other cooperative learning groups did not gain appreciably differently from the non-cooperative groups. (Contains 54 references.) (MKR) |
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