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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorOlson, Leo Brennanen
dc.description.abstractThis classroom research project examines the effects of targeted peer tutoring and cooperative learning strategies in the high school chemistry classes based on academic and social outcomes for students with and without disabilities. A Treatment Unit consisted of three weeks of instruction using peer tutoring and cooperative learning strategies. Students took a pre and post content assessment to measure academic gains during the Treatment Unit, which was compared to academic gains in a Non Treatment Unit. Students also took a pre and post survey on attitudes on learning styles and evaluating their preferences on peer tutoring and cooperative learning. Exit interviews were conducted with six students. Data was analyzed for two subgroups, students with disabilities (n = 6) and students without disabilities (n = 38), as well as for the entire research group (N = 44). The data suggests slight improvement in academic gains for students with disabilities in the Treatment Unit and no change for students without disabilities. Students responded positively before and after treatment to peer directed learning activities. Exit interviews demonstrated positive effects on interpersonal relationships in the classroom.en
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshChemistry--Study and teachingen
dc.subject.lcshHigh school studentsen
dc.subject.lcshPeer teachingen
dc.subject.lcshGroup work in educationen
dc.subject.lcshSpecial educationen
dc.titleThe effects of peer tutoring and cooperative learning in an inclusive chemistry classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2019 by Leo Brennan Olsonen, Graduate Committee: Kate Solberg; Kenneth Taylor.en of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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