Date of Award

3-1998

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Dennis Vander Plaats

Abstract

This study investigated the effectiveness of cooperative learning versus direct instruction and individual practice in a first grade classroom when learning concepts about time. One classroom of 21 was divided into groups of three and worked and learned in cooperative groups. The other class of 21 was taught using direct instruction, and students completed assignments independently. An analysis of the post-test suggested that the cooperative group scored higher than the direct instruction group, although only two of the five sections of the test were significantly higher.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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