Date Approved

5-29-2019

Embargo Period

6-4-2019

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Accardo, Amy

Third Advisor

Shuff, Midge

Subject(s)

Group work in education

Disciplines

Science and Mathematics Education | Special Education and Teaching

Abstract

The purpose of this study was to determine if using cooperative group role assignments impacted on-task behavior in an inclusive STEM classroom. This study investigated if students were positively engaged, remained on-task, and completed STEM challenges with their group. There were two 5th grade classes, each with sixteen participants, involved in the study. In the experimental class, students had role assignments in their cooperative group of four members. The other class, was a control group, and students did not have role assignments in their group of four members. Data was collected through observation procedures of on-task and off-task behaviors for five class periods. Group processing surveys were used to collect student feedback on their cooperative group experience. Data was analyzed to determine if using group role assignments had a positive effect on the cooperative learning experience.

Share

COinS