The Effects of Cooperative Learning on Student Achievement and Motivation in a High School Geometry Class

Nichols, Joe D.

doi:10.1006/ceps.1996.0031

Cited by 89 publications

(46 citation statements)

References 2 publications

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“…The findings obtained from the attitude survey support this interpretation, since students in the treatment group valued the effectiveness of discussing and sharing information, and teaching others in groups. The findings of this study supported the results reported from recent studies (Iqbal, 2004;Mehra & Thakur, 2008;Chianson et al, 2010;Kvam, 2000;Tanel & Erol, 2008;Nassal, 2009;Nichols, 2002;Webb, 2008) that indicate that students yielded better mean gains on retention scores through cooperative learning than via conventional group learning.…”

Section: Knowledge Retentionsupporting

confidence: 91%

“…Similarly, in Mehra & Thakur's (2008) study, students within the cooperative group significantly outperformed students in the lecture-based setting when it came to recalling what was taught. The results of some additional studies (Chianson, Kurumeh & Obida, 2010;Kvam, 2000;Tanel & Erol, 2008;Nassal, 2009;Nichols, 2002;Webb, 2008) also show that lecture-based teaching is less effective in improving knowledge retention than cooperative learning methods which involve students teaching students.…”

Section: Knowledge Retentionmentioning

confidence: 99%

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Effects of Cooperative Learning on Students at An Giang University in Vietnam

Tran¹,

Lewis²

2012

IES

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This study investigates the effects of jigsaw cooperative learning on the achievement and knowledge retention of 80 final-year Vietnamese mathematics students, as well as reporting their attitudes toward this form of learning. These tertiary students were divided into two matched groups of 40 to be taught by the same lecturer. In the experimental group, jigsaw learning was employed, while in the control group, lecture-based teaching was used over the six weeks of instruction. The results showed that students in the experimental group, who perceived their instruction as more cooperative and more student-centered, had significantly greater improvement on both achievement and retention measures than did the students in the control group. A survey revealed favorable responses toward jigsaw learning. The major findings of this study support the effectiveness of jigsaw learning for students in Vietnamese higher education institutions.

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Section: Knowledge Retentionsupporting

confidence: 91%

Section: Knowledge Retentionmentioning

confidence: 99%

Effects of Cooperative Learning on Students at An Giang University in Vietnam

Tran¹,

Lewis²

2012

IES

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“…I could not think of this solution. ) There are loads of studies in the literature which show that cooperative learning method improves the attitudes of students towards mathematics class (Gelici & Bilgin, 2012;Gök, Doğan, Doymuş, & Karaçöp 2009;Lazrowitz, Lazarowitz, & Baird, 1994;Nichols & Hall, 1995;Tlusty, 1993;Ural, 2007;Dimabuyo & Portia, 2011;Yıldırım, 2011). In this study, the prospective teachers expressed opinions which say this method will be beneficial in developing positive attitude towards mathematics.…”

Section: Discussionmentioning

confidence: 99%

Effect of Cooperative Learning Method on Prospective Teachers’ Non-routine Problem-Solving Skills and Their Views About the Method

Artut¹

2016

UCER-A

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The aim of this study is to investigate the opinions of the prospective teachers about the effect of cooperative learning method on non-routine problem-solving levels and on solving problems by means of this method. For this purpose, one experimental group and one control group were randomly formed. Ninety-nine prospective teachers participated in the study. A problem-solving test consisting of non-routine problems was used as a pre-test and a post-test. Covariance analysis was conducted on the data obtained from the problem-solving test to determine whether the difference between the experimental group and the control group was statistically significant. It was concluded that the problem-solving performance of the prospective teachers in the experimental group was better than that of the prospective teachers in the control group. The collated interview findings showed that the prospective teachers mentioned positive effects of working on non-routine problems in a cooperative learning group.

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“…This study also revealed increased engagement with mathematical tasks for highly motivated students. Other research suggests that students who have high intrinsic math motivation may also have a greater conceptual knowledge of math topics [20,34,48]. In short, previous research points toward a link between student motivation and achievement.…”

Section: Motivation and Student Achievementmentioning

confidence: 98%

Development, validation, and implementation of the elementary mathematics motivation inventory (EMMI): examining motivational constructs in elementary mathematics

Smart

Linder

2017

Fields Math Educ J

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IntroductionMeasuring psychological constructs in young children is often a challenging process. Estimating constructs such as motivation in elementary students can prove to be problematic and inconsistent [50]. As a result of these challenges, motivation research has focused on older students, usually at the secondary level. However, early elementary years are thought to be critical in students' development of a wide range of attitudes toward schooling, including their academic motivation [31,37]. These early years have the potential to affect students' subsequent development, setting a foundation for either success or failure in later grades. The formative nature of the elementary grades signals the need for more effective methods of measuring motivational constructs in young children, especially when high motivation has been found to correlate with positive AbstractThis article details the development, validation, and implementation of the elementary mathematics motivation inventory, a survey instrument designed to measure motivational constructs related to mathematics in elementary students. Early elementary years are critical in students' development of a wide range of attitudes toward schooling, including their academic motivation. Currently, there is limited research on elementary students' motivation for mathematics since this construct was difficult to measure in young children. During Year One of this 2-year study, a 17-item survey was developed based on theoretical constructs of motivation and piloted with a small sample of third grade students (N = 79). Revisions were made based on pilot data and the subsequent survey was administered to a larger sample of first through fifth grade students (N = 1018) during Year Two. In addition to describing the development and validation process for the elementary mathematics motivation inventory (EMMI), the authors present a discussion of the findings from Year Two of this study. Future research directions and implications for classroom practice are also discussed. Smart and Linder Fields Math Educ J (2018) [16,20]. The current study details the development, piloting, and implementation of an instrument designed to measure these critical motivational constructs specifically in elementary mathematics students. ORIGINAL RESEARCHWhile multiple instruments exist to measure general motivational constructs [18,29] there are limited resources available to researchers and educators desiring to measure content-specific constructs of motivation in mathematics. For example, the patterns of adaptive learning survey [29] can be adapted to a specific domain to measure motivational constructs across broad academic domains (i.e., math, science). However, there is a need to drill down further into student efficacy and value for specific mathematical strands, such as number and operations. A primary goal in the development of the EMMI was to provide researchers and teachers this level of specificity in measuring student motivational components at these micro-levels.Many curre...

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The Effects of Cooperative Learning on Student Achievement and Motivation in a High School Geometry Class

Cited by 89 publications

References 2 publications

Effects of Cooperative Learning on Students at An Giang University in Vietnam

Effects of Cooperative Learning on Students at An Giang University in Vietnam

Effect of Cooperative Learning Method on Prospective Teachers’ Non-routine Problem-Solving Skills and Their Views About the Method

Development, validation, and implementation of the elementary mathematics motivation inventory (EMMI): examining motivational constructs in elementary mathematics

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