Date Approved

6-25-2003

Embargo Period

5-1-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall

Subject(s)

Fifth grade (Education); Mathematics--Study and teaching (Elementary)

Disciplines

Elementary Education and Teaching

Abstract

The goal of this study was to investigate the effects of cooperative learning on mathematical academic achievement in fifth grade students. The design of this research also studied the extent cooperative learning has on reducing mathematics anxiety and generating mathematical interest. The sample involved one group of students (n = 21), which were drawn from a class of ten and eleven year old students. This study utilized a pretest - posttest, one group design. The subjects were exposed to two treatments, traditional instructional methods and cooperative learning instructional methods. A mean difference comparison found a significant difference in the mathematical achievement of fifth grade students when using cooperative learning strategies as compared to traditional mathematics instruction. Surveys were also utilized to determine the effects the treatments had on anxiety levels and interest in mathematics. T tests for independent samples found the fifth grade students who experienced mathematics through cooperative learning did have reduced mathematics anxiety and had an increased interest in mathematics than fifth grade students who experienced mathematics through traditional instructional methods.

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