Date of Graduation
2003
Document Type
Thesis
Degree Type
MA
Committee Chair
Larry Stead
Abstract
The purpose of this study was to determine which method of instruction, cooperative learning or direct instruction, would produce greater understanding of fractions with fourth graders. A pretest was administered to determine prior knowledge of fractions. Two thematic units were designed, one consisting of lessons using cooperative learning strategies with the other unit consisting of lessons using direct instruction methods. Each unit was presented to separate classes of fourth grade students. Upon completion of the units, a posttest was administered. The results showed a noticeable difference in the improvement of the test scores between the two groups. Students taught with the direct instruction method demonstrated greater understanding of fractions and higher frequency of mastery than those taught with the cooperative learning method. Directions for future research are suggested.
Recommended Citation
Shupe, Amy J., "Cooperative learning versus direct instruction: Which type of instruction produces greater understanding of fractions with fourth graders?" (2003). Graduate Theses, Dissertations, and Problem Reports (ETD). 10711.
https://researchrepository.wvu.edu/etd/10711