| dc.contributor.advisor | Chairperson, Graduate Committee: Peggy Taylor. | en |
| dc.contributor.author | Ragusa, Mary Cecilia | en |
| dc.date.accessioned | 2013-12-18T19:34:31Z | |
| dc.date.available | 2013-12-18T19:34:31Z | |
| dc.date.issued | 2013 | en |
| dc.identifier.uri | https://scholarworks.montana.edu/xmlui/handle/1/2845 | en |
| dc.description.abstract | The problem in this action research was poor student engagement in the classroom. This study analyzed the effects of utilizing specific cooperative learning structures on the engagement of students in a chemistry-accelerated classroom. It was found that student engagement was increased in the classroom with the use of varied cooperative learning structures during a treatment period of four months. Students enjoyed the use of varied structures in the classroom. | en |
| dc.language.iso | en | en |
| dc.publisher | Montana State University - Bozeman, Graduate School | en |
| dc.subject.lcsh | Chemistry | en |
| dc.subject.lcsh | Group work in education | en |
| dc.subject.lcsh | High school students | en |
| dc.title | The effects of using cooperative learning structures in a high school chemistry classroom | en |
| dc.type | Professional Paper | en |
| dc.rights.holder | Copyright 2013 by Mary Cecilia Ragusa | en |
| thesis.catalog.ckey | 2250811 | en |
| thesis.degree.committeemembers | Members, Graduate Committee: C. John Graves; Robyn Klein | en |
| thesis.degree.department | Master of Science in Science Education. | en |
| thesis.degree.genre | Professional Paper | en |
| thesis.degree.name | MS | en |
| thesis.format.extentfirstpage | 1 | en |
| thesis.format.extentlastpage | 45 | en |
| mus.relation.department | Master of Science in Science Education. | en_US |
