The aim of this quantitative, causal-comparative study was to examine differences in teachers’ perceptions of cooperative learning and factors influencing their implementation in the classroom. In order to assess teacher perceptions and current use of cooperative learning, the Cooperative Learning Implementation Questionnaire (CLIQ) developed by Abrami, Poulsen, and Chambers (1998) was used; it was based on the Expectancy Theory, and evaluated the teacher's expectancy of success, perceived value, and perceived cost. For this study, participants were chosen through a convenience sample. This included third, fourth, and fifth grade teachers in public schools located throughout rural and suburban school districts in Florida and Georgia. The 80 participants included, n = 34 third grade teachers, n = 23 fourth grade teachers, n = 23 fifth grade teachers. A Kruskal-Wallis (H test) was used in this study to determine if a statistically significant difference existed in CLIQ mean scores for: expectancy of success, perceived cost, perceived value, and current teaching practices between the three different groups of teachers. In this study, the results revealed no statistical significant difference, as third, fourth, and fifth grade teachers have similar perceptions of cooperative learning. Additionally, the participants had similar scores for Current Teaching Practices, H(2) = 0.31, p = 0.86, and Teacher Perceptions, H(2) = 0.27, p = 0.87. The study did reveal teachers with prior training in cooperative learning were most likely to implement it.
|Advisor:||Jakubowski, Elizabeth M., Davis, Angela F.|
|Commitee:||Schwartz, Robert A., Dennis, Lindsay R.|
|School:||The Florida State University|
|Department:||School of Teacher Education|
|School Location:||United States -- Florida|
|Source:||DAI-A 82/8(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Educational sociology|
|Keywords:||Cooperative learning, Teachers' perceptions|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be