An investigation of the effect of cooperative learning on attitude toward in-service programs for biology and chemistry teachers in Knox County, Tennessee

The purpose of this study was to develop a cooperative learning in-service program and determine its effectiveness in promoting a positive gain in attitude toward in-service programs. Hypotheses were formulated and tested. There were two distinct populations for the study: All the biology teachers and all the chemistry teachers from the Knox County School System in Tennessee. All teachers were given a pre-treatment survey in order to obtain baseline data. Participation in the cooperative learning in-service programs was voluntary. Participants and non-participants were compared to each other and to the baseline data for the combined and individual populations. Teaching experience was also examined as a possible factor for positive attitude gain. Data for the study were gathered by the use of an adaptation of Jensen's Teacher In-Service Education Inventory, which served as the pre/post-treatment survey instrument. The data were tabulated and analyzed through the use of the SAS computer program. The primary analyses techniques used were means and standard deviations. An open-ended question on the survey allowed for expression of opinion. Analysis of the pre/post-treatment results indicated that the use of a cooperative learning in-service program resulted in positive gains in attitude toward in-service for the participants of both populations of biology and chemistry teachers. Post-treatment comparisons between participants and non-participants demonstrated that a more positive attitude was achieved by the participants in each discipline and combination of disciplines. Teaching experience was not a determining factor in gain of positive attitude for either population.