Evaluation of Cooperative Learning Assignments as a Supplement to Homework to Improve Student Learning

Homework is an indispensable tool for a college instructor, because it enables greater coverage of course content by placing the responsibility for learning to be done outside the classroom. However, it may not be the most effective method for learning essential problem-solving skills. We propose a method that will utilize cooperative learning assignments as a supplement to the instructor-led example and individual homework paradigm. Our intent is to produce an improvement in the problem-solving skills of the students and their academic achievement on a whole. Cooperative learning is an instructional approach in which students work in groups on a learning task. The five essential elements required for implementing a cooperative learning technique in a classroom are positive interdependence, individual accountability, face-to-face promotive interaction, appropriate use of interpersonal and teamwork skills, and regular self assessment of team functioning. The cooperative learning assignments will include the elements listed previously and will be compared to individual, graded homework assignments in terms of its effectiveness in improving student learning. This method was utilized for a class in an electrical engineering technology program. The method of evaluation used to ascertain the effectiveness of each strategy was a student-evaluation questionnaire. The results of the questionnaire show that our proposed method was effective in increasing student understanding of the learning objectives assigned for a lesson. Based on this preliminary study, it proposed that this methodology be implemented for an entire semester and have student grades compared statistically with a control group which is only exposed to the standard instructor-led example and individual homework scenario.