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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorDavies, Thomas Roberten
dc.date.accessioned2013-06-25T18:43:13Z
dc.date.available2013-06-25T18:43:13Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1142en
dc.description.abstractIn 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.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshGroup work in educationen
dc.subject.lcshHigh school studentsen
dc.titleEffects of structured cooperative learning groups in a high school physics classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Thomas Robert Daviesen
thesis.catalog.ckey1969928en
thesis.degree.committeemembersMembers, Graduate Committee: Eric Brunsell; Greg Francisen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage43en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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