The Effects of Cooperative Learning on Student Achievement and Motivation in a High School Geometry Class.Report as inadecuate




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In this study, the effects of a form of cooperative group instruction (Student Teams Achievement Divisions) on student motivation and achievement in a high school geometry class were examined. Ninety (mostly 10th-grade) students were randomly assigned to either a control group receiving traditional instruction or one of two treatment groups receiving cooperative learning instruction. Geometry achievement was assessed using scores from the IOWA Test of Basic Skills and teacher-made exams. An 83-item questionnaire was used as a pretest, posttest, and post-posttest assessment of efficacy, intrinsic valuing, goal orientation, and cognitive processing. Students in the cooperative treatment groups exhibited significantly greater gains than the control group in geometry achievement, efficacy, intrinsic valuing of geometry, learning goal orientation, and reported uses of deep processing strategies. The implications for cooperative group structures and motivation theory are discussed. Contains 30 references. (Author/MKR)

Descriptors: Beliefs, Cooperative Learning, Geometry, Grade 10, High School Students, High Schools, Mathematics Achievement, Mathematics Instruction, Questionnaires, Student Attitudes











Author: Nichols, Joe D.; Hall, Neff

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8303&id=ED387341



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