The effects of using cooperative learning structures in a high school chemistry classroom

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorRagusa, Mary Ceciliaen
dc.date.accessioned2013-12-18T19:34:31Z
dc.date.available2013-12-18T19:34:31Z
dc.date.issued2013en
dc.description.abstractThe 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.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/2845en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2013 by Mary Cecilia Ragusaen
dc.subject.lcshChemistryen
dc.subject.lcshGroup work in educationen
dc.subject.lcshHigh school studentsen
dc.titleThe effects of using cooperative learning structures in a high school chemistry classroomen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey2250811en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Robyn Kleinen
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage45en

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