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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorGangel, Kathrynen
dc.description.abstractThe focus of this classroom research project was to determine if implementing structured cooperative learning groups as a teaching method would increase students' achievement in the chemistry classroom. Additionally, the investigation explores students' ability to retain the content as well as examining their overall attitude towards working in groups. A treatment and nontreatment group were established to compare the results of administering structured cooperative learning versus teacher led instruction. Test scores as well as student surveys, interviews and teacher journaling were used to measure the outcome of the treatment. Results of the action research showed no significant difference in the students' achievement in terms of test scores among the treatment and nontreatment groups. Further examination of the results however, indicated that students were more engaged in the learning process and did recognize benefits of working in structured cooperative learning group. Overall, students believed that cooperative learning did help them to remember content material and was a positive learning experience.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshHigh school studentsen
dc.subject.lcshGroup learning in educationen
dc.titleThe effect of structured cooperative learning strategies on student achievement in scienceen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Kathryn Gangelen, Graduate Committee: Eric Brunsell; Amy Washtak.en Programs for Science Education.en Paperen
mus.relation.departmentIntercollege Programs for Science Education.en_US

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