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Effectiveness of Variations in Collaborative Cooperative Learning in RDS Mathematics Classes. Harding, R. Frederick, Fletcher, Richard K., Jr [microform]
Effectiveness of Variations in Collaborative Cooperative Learning in RDS Mathematics Classes. Harding, R. Frederick, Fletcher, Richard K., Jr [microform]
상세정보
- 자료유형
- 마이크로피시
- 언어부호
- 본문언어 - English
- 청구기호
- 서명/저자
- Effectiveness of Variations in Collaborative Cooperative Learning in RDS Mathematics Classes. : Harding, R. Frederick, Fletcher, Richard K., Jr - [microform]
- 발행사항
- 형태사항
- 18; 1
- 총서명
- ERIC Reports
- 주기사항
- 18p.; Paper presented at the Annual Meeting of the Tennessee Academy of Science (Nashville, TN, November 18, 1994).
- 초록/해제
- 요약Alarming questions are being asked of the teaching methods in present use. Are we maximizing the time on task in the classroom? Students (n98) in a remedial mathematics course were studied for one semester and students (n56) 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)
- 복제주기
- Microfiche. . Springfield, VA : ERIC Document Reproduction Service. . microfiches ; 11×15 cm.
- 일반주제명
- 키워드
- 기타저자
- 기타저자
MARC
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■008980928s1894 us b 000 0 eng d
■040 ▼apcul
■0410 ▼aEnglish
■090 ▼a370.78▼bE68
■24500▼aEffectiveness of Variations in Collaborative Cooperative Learning in RDS Mathematics Classes.▼cHarding, R. Frederick, Fletcher, Richard K., Jr▼h[microform]
■260 ▼c18 Nov 94
■300 ▼a18; 1
■440 0▼aERIC Reports
■500 ▼a18p.; Paper presented at the Annual Meeting of the Tennessee Academy of Science (Nashville, TN, November 18, 1994).
■520 ▼aAlarming questions are being asked of the teaching methods in present use. Are we maximizing the time on task in the classroom? Students (n98) in a remedial mathematics course were studied for one semester and students (n56) 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)
■521 ▼aResearchers
■533 ▼aMicrofiche.▼bSpringfield, VA▼cERIC Document Reproduction Service.▼emicrofiches ; 11×15 cm.
■650 4▼xEducation
■653 ▼aAbility Grouping▼aAlgebra▼aCollege Students▼aCooperative Learning▼aDevelopmental Programs▼aGrouping (Instructional Purposes)▼aHigher Education▼aMathematics Achievement▼aMathematics Instruction▼aRemedial Instruction
■7001 ▼aHarding, R. Frederick
■7001 ▼aFletcher, Richard K., Jr.
■999 ▼a143; 150
