The effects of using cooperative learning structures in a high school chemistry classroom
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Date
2013
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Publisher
Montana State University - Bozeman, Graduate School
Abstract
The problem in this action research was poor student engagement in the classroom. This study analyzed the effects of utilizing specific cooperative learning structures on the engagement of students in a chemistry-accelerated classroom. It was found that student engagement was increased in the classroom with the use of varied cooperative learning structures during a treatment period of four months. Students enjoyed the use of varied structures in the classroom.