Date Approved
7-1-2003
Embargo Period
5-10-2016
Document Type
Thesis
Degree Name
M.S. in Teaching
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Robinson, Randall
Subject(s)
English language--Orthography and spelling--Study and teaching (Primary); Spelling ability; Third grade (Education)
Disciplines
Elementary Education and Teaching
Abstract
The purpose of this research was to determine the effect of cooperative learning and traditional instruction on the spelling test performance of twenty-six third grade students from a southern New Jersey school district. It was hypothesized that students who were taught using cooperative learning strategies during spelling instruction would score significantly higher on their weekly spelling post-tests than students who were taught using traditional spelling instruction.
A one group, pretest/posttest, pre-experimental design was utilized to determine whether students who are randomly grouped in cooperative learning pairs will have higher achievement levels in spelling than students who are taught using traditional instruction. T-tests were utilized to analyze if there was a significant difference in the spelling posttest performance of students after cooperative learning and traditional instruction. Statistical analysis of the t-values was determined based upon a .05 significance level. Contrary to findings of numerous studies, results of this study revealed that there was not a significant difference between student test performance after being taught through traditional and cooperative instruction.
Recommended Citation
Patella, Tracey, "The effect of cooperative learning and traditional instruction on the spelling performance of third grade students" (2003). Theses and Dissertations. 1352.
https://rdw.rowan.edu/etd/1352
