Cooperative learning in a university setting was explored. Undergraduate students enrolled in a physics course for nonmajors volunteered to participate in a group study program. After a baseline of two tests, volunteers were classified as "Leaders" (A-B average) or "Members" (C-F average). All volunteers received extra credit points for their participation. Records of group study attendance were kept, a questionnaire was distributed to participants, and grades were obtained from the instructor's roll. Multiple correlation/regression analyses showed that for Participant-Respondents: a) level of reported understanding was significantly related to perceived value of participation and b) session attendance was positively related to test performance. Session attendance was not related to test performance for Participant-Nonrespondents. An ANOVA revealed no significant differences in test performance for Participant-Respondents, Participant-Nonrespondents, and Nonparticipants. Other findings and suggestions for future research are discussed.
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Master of Science (M.S.)
College of Arts and Sciences
Length of Campus-only Access
Masters Thesis (Open Access)
Bennett-Loudermilk, Sara, "Value of Group Study Participation for Undergraduate Students" (1987). Retrospective Theses and Dissertations. 5099.