The Effects of Cooperative Learning on Student Achievement and Communication in the Biology Classroom

Abstract

This research was aimed to determine the effectiveness of cooperative learning strategies on student achievement and student communication skills. Students commonly struggle to communicate with one another effectively, which is a necessary skill in their adult lives. To analyze student communication and achievement, 60 students were given two separate treatment units and one nontreatment unit. One treatment implemented the jigsaw method and the second treatment implemented the sage and scribe. Students were assigned random partners multiple times in each unit, so students were working with more than one person during the treatment. During the treatment and nontreatment units, students received a pre-test and pre-survey, to analyze any academic growth as well as student opinions and feelings on group work. A Teacher Journal was kept for the treatment and nontreatment units and was used for thematic analysis. Student surveys were used for student quotes. The jigsaw method was found to increase student test scores by 33%, however a paired t-test determined there was no significant difference in improving student test scores. Student communication skills improved during the jigsaw method. The sage and scribe improved student test scores by 32%, however a paired t-test determined there was no significant difference. Student communication decreased during the sage and scribe. The results of the study suggest that the jigsaw method was more effective than the sage and scribe at improving student communication skills and student achievement.