Effects of structured cooperative learning groups in a high school physics classroom

Abstract

In this investigation, cooperative learning groups were implemented with the purpose of improving students' attitudes and academic competencies. Participants will included high school students enrolled in conceptual physics classes. Treatment involved requiring students to work in purposefully structured groups over the course of several weeks. Test scores between this year's students and last year's students, as well as test scores of this year's students during treatment and non-treatment were compared to determine any change in academic competencies. Additionally, students completed exit tickets, interviews, and attitude surveys. The instructor and a peer made observations, and together with students' information, data was analyzed to establish any change in amount of time students spend on-task during class, as well as in their attitudes about the course content and classroom environment.