Abstract

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.

Notes

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Graduation Date

1987

Degree

Master of Science (M.S.)

College

College of Arts and Sciences

Format

PDF

Pages

35 p.

Language

English

Rights

Public Domain

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

Identifier

DP0025730

Accessibility Status

Searchable text

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