Doctoral Dissertations

Date of Award

12-1990

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Educational Administration and Supervision

Major Professor

Dan R. Quarles

Committee Members

Robert K. Roney, Norma Mertz, Jerry Bellon

Abstract

Legislators, educators, and the general public have always focused considerable interest on the educational process and its outcomes. This interest has mushroomed since the 1960's and has led to a large increase in the number of research studies specifically investigating classroom instructional strategies. While many researchers have experimented with a variety of techniques, the majority of the studies have examined the use of cooperative learning methods at the elementary and secondary level. The results of these studies have provided evidence to support the conclusion that cooperative learning as an instructional technique is overwhelmingly effective in producing positive academic and social/affective outcomes. The major purpose of this study was to investigate whether use of cooperative learning as an alternative instructional strategy at the college level had a significant positive effect upon academic achievement, self-esteem, attribution (achievement and affiliation), attitude toward learning, and liking for the subject. The subjects for this study consisted of 139 students enrolled in four introductory psychology classes (two were taught on MWF and two on TR) at a comprehensive community college in Tennessee. Two of the classes were randomly selected to be taught by cooperative learning. These were the experimental groups. The other two were taught by lecture and served as the control groups. Four different research instruments were used to measure the dependent variables: Self-esteem was measured using the Coopersmith Self-Esteem Inventory-Adult Form; the multidimensional-multiattributional scale was used to assess attribution; Researcher-made questions were used to assess attitude toward learning and liking for the subject; and a teacher-made test was used to assess achievement. Each of the tests yielded pretest and posttest scores for all of the subjects. To test for homogeneity of variances, F-tests comparing variances between the control and experimental groups, day of the week, and day of the week combined with condition were performed. In all cases, the F-test results were found not to be statistically significant. An analysis of covariance was computed for each of the six dependent variables: academic achievement, self-esteem, attitude toward learning, attitude toward psychology, achievement attribution, and affiliation attribution. Pretest scores were used as the covariate in each analysis. Main effects were assessed for condition (experimental or control) and day of the week (MWF or TR). Interaction effects were assessed for day of the week combined with condition. No significant main or interaction effects were found. Conclusions were drawn and presented along with recommendations for further research.

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