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Cooperative learning and group educational modules: Effects on cognitive achievement of high school biology students
Author(s) -
Watson Scott B.
Publication year - 1991
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660280205
Subject(s) - mathematics education , cooperative learning , analysis of covariance , subject matter , psychology , cognition , incentive , academic achievement , teaching method , pedagogy , mathematics , statistics , neuroscience , economics , curriculum , microeconomics
The purpose of this study was to examine the effects of cooperative learning and Group Educational Modules (GEM) on the achievement of high school biology students. GEM materials are self‐instructional packets designed for use with groups of biology students. Cooperative learning is a classroom learning environment in which students work in small, mixed‐ability groups toward a common goal. A 2 × 2 factorial design was used in this study. The independent variables considered included (1) participation of students in the GEM project, and (2) use of cooperative learning techniques including heterogeneous grouping and group incentives. The dependent variables for all treatment groups were scores on the instrument developed for this study. A total of 11 teachers with 36 classes and 715 students were included in this study. All teachers involved covered the same general subject matter during the study period. An analysis of covariance (ANCOVA) was used as the data analysis procedure. Significant differences were found in the achievement of students using GEM materials and those using traditional instructional approaches. The use of cooperative learning also produced significant differences when compared to traditional classroom structures.