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| Autor/in | Sherman, Lawrence W. |
|---|---|
| Titel | Cooperative Strategies for Undergraduate Teaching: A Comparative Study. |
| Quelle | (1988), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Instruction; College Students; Comparative Analysis; Cooperation; Educational Psychology; Higher Education; Student Attitudes; Teaching Methods; Teamwork; Undergraduate Students |
| Abstract | Six introductory educational psychology classrooms were differentially taught. One experienced an individually competitive structure (n=39) and five other sections experienced three different cooperative goal structures: one using intergroup competition (n=29), two without intergroup competition (n=29 and n=36), and two using Sharan's Group Investigation procedures (n=37 and n=39). A two-way repeated measures ANOVA design was used to examine pre- and post-test achievement scores by treatments within subjects. The six groups were not significantly different from each other on the pre-test. All six groups obtained significantly higher post-test scores. A significant interaction between treatment groups and time was obtained indicating higher achievement scores in the classrooms experiencing the Group Investigation treatment and the lowest post-test scores in the classroom experiencing intergroup competition. Factor analysis of a 14-item survey determined four subscales, three of which obtained statistically significant differences and more positive attitudes concerning learning, achievement and cooperation in the sections experiencing cooperative strategies. The data suggest that, while significant achievement gains were obtained by all teaching strategies, students who experienced the cooperative goal structures achieved the most, had a more positive experience, and preferred cooperative goal structures. Contains 26 references. (Author/KM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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