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dc.contributor.advisorChairperson, Graduate Committee: Walter Woolbaughen
dc.contributor.authorStewart, Kim Louiseen
dc.date.accessioned2018-03-19T16:31:36Z
dc.date.available2018-03-19T16:31:36Z
dc.date.issued2017en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/13695
dc.description.abstractHigh school students tend to have difficulty in chemistry classes. Instructors are always searching for strategies to help students perform better. One such strategy is cooperative learning groups. In this classroom research project, cooperative groups were employed to determine what effect they would have upon student understanding of chemistry concepts, and thus student confidence, student attitude towards science, and individual achievement. Students were assigned to heterogeneous groups based on their algebra grades. Surveys, teacher observations and test scores were used to determine the effect the cooperative groups had during a stoichiometry unit. Students self-reported an increase in understanding; test scores showed a significant increase from pretest to posttest; but, student attitude towards science remained unchanged after the unit was completed.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshChemistry.en
dc.subject.lcshHigh school students.en
dc.subject.lcshGroup work in education.en
dc.subject.lcshAcademic achievement.en
dc.titleThe influence of cooperative groups in a high school chemistry courseen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2017 by Kim Louise Stewarten
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh (chairperson); Marcie Reuer.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage60en
mus.data.thumbpage21en


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