The Effects on Students' Cognitive Achievement When Using the Cooperative Learning Method in Earth Science Classrooms

Chun Yen Chang, Song Ling Mao

Research output: Contribution to journalArticlepeer-review

29 Citations (Scopus)

Abstract

This study investigated the effects of cooperative learning instruction versus traditional teaching methods on students' earth science achievement in secondary schools. A total of 770 ninth-grade students enrolled in 20 sections of a required earth science course participated in this nonequivalent control group quasi-experiment. The control groups (n= 10) received a traditional approach, while the experimental groups (n= 10) used cooperative strategies. Study results include (a) no significant differences were found between the experimental groups and the control groups when overall achievement (F= 0.13, p >.05), knowledge-level (F= 0.12, p >.05), and comprehension-level (F= 0.34, p >.05) test items were considered; and (b) students who worked cooperatively performed significantly better than students who worked alone on the application-level test items (F= 4.63, p <.05). These findings suggest that cooperative-learning strategies favor students' earth science performance at higher but not lower levels of cognitive domains in the secondary schools.

Original languageEnglish
Pages (from-to)374-379
Number of pages6
JournalSchool Science and Mathematics
Volume99
Issue number7
DOIs
Publication statusPublished - 1999 Nov

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education
  • Engineering (miscellaneous)
  • Physics and Astronomy (miscellaneous)
  • History and Philosophy of Science

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