Date of Award

12-2006

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

This study presents an overview of the academic, social and behavioral benefits of cooperative learning in a middle school science classroom. Students were assessed in the second marking period during a teacher centered lecture and then introduced to a cooperative learning environment. There was an 89.7% increase in academic averages in the third marking period. This study also showed an observable improvement in classroom behavior and increase in appropriate social interactions.

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