Date Approved

6-27-1995

Embargo Period

9-13-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall S.

Subject(s)

Fourth grade (Education); Group work in education; Interpersonal relations in children; Social status

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was to examine the effect that cooperative learning and the teaching of group norms would have on the social ranking of the low status students in the elementary school classroom.

The sample was comprised of 48 fourth grade students. A treatment group consisting of 24 students, and a comparison group of 24 students were pretested and posttested using a sociometric instrument designed to examine the interpersonal relationship patterns of the students.

Introduction of a treatment designed to change the existing pattern of interaction was given to the treatment group. The treatment group met for 18 fifteen minute sessions which focused on the acquiring of the cooperative group skills necessary for quality peer interaction. In addition, cooperative learning structures were utilized during regular class instruction time throughout the six week study. The comparison group was denied treatment.

After the treatment program the results were analyzed by compiling the averages of the net changes that occurred between the pretest and the posttest for both the treatment group and the comparison group. A t-Test for independent samples was used as a discriminator of significant differences separating the net change averages of both groups. No significant differences were found.

The author determined that the results were inconclusive due to the short duration of the study, the lack of a random sample, and the limited time allowed for treatment.

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