Semester
Fall
Date of Graduation
2011
Document Type
Dissertation
Degree Type
EdD
College
College of Education and Human Services
Department
Learning Sciences and Human Development
Committee Chair
Daniel E. Hursh.
Abstract
This dissertation explored the impact of a modified cooperative learning technique on the final grade frequencies observed in a large preparatory chemistry course designed for pre-science majors. Although the use of cooperative learning at all educational levels is well researched and validated in the literature, traditional lectures still dominate as the primary methodology of teaching. This study modified cooperative learning techniques by addressing commonly cited reasons for not using the methodology. Preparatory chemistry students were asked to meet in cooperative groups outside of class time to complete homework assignments. A chi-square goodness-of-fit revealed that the final grade frequency distributions observed were different than expected. Although the distribution was significantly different, the resource investment using this particular design challenged the practical significance of the findings. Further, responses from a survey revealed that the students did not use the suggested group functioning methods that empirically are known to lead to more practically significant results.
Recommended Citation
Hayes Russell, Bridget J., "The Impact of a Modified Cooperative Learning Technique on the Grade Frequencies Observed in a Preparatory Chemistry Course" (2011). Graduate Theses, Dissertations, and Problem Reports. 3099.
https://researchrepository.wvu.edu/etd/3099