Dissertation/Thesis Abstract

An examination of cooperative learning models and achievement in middle and secondary level social studies
by Niemi, Jeffrey R., Ed.D., Walden University, 2009, 142; 3366992
Abstract (Summary)

There is a lack of understanding of different cooperative learning methods and their effects on student achievement in middle and secondary level social studies education. The purpose of this quasi-experimental study was to compare two different cooperative learning models in terms of their effects on student achievement in middle level social studies classes. The research question addressed in this study involved understanding the nature of the relationships between different cooperative learning models, gender, ability level and achievement in social studies students. The two cooperative learning models compared were the structured dyad model, which was effective in studies on reading achievement, and the Jigsaw II model, which was well-suited for social studies students. This quantitative study compared the differences between unit pre-and posttest scores of 6th grade students using repeated-measures t test analysis. The study revealed that the learning using a structured dyad model resulted in significantly higher student achievement scores than learning using the Jigsaw II model. Implications of the study include promoting the use of cooperative learning in classrooms to converting schools into learning communities.

Indexing (document details)
Advisor: Morman, Odessa
Commitee: Towers, Karen
School: Walden University
Department: Education
School Location: United States -- Minnesota
Source: DAI-A 70/07, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational psychology, Secondary education, Social studies education
Keywords: Cooperative learning, Dyad, High school, Jigsaw II, Middle school, Social studies
Publication Number: 3366992
ISBN: 978-1-109-29015-8
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