The effects of a cooperative learning strategy on post-secondary students' mathematics achievement.

Abstract

This study compared the effects of a cooperative learning strategy, “Send-a-Problem” on pre-service teachers' achievement in a college math education course at a small liberal arts state college in western New York State (Kagan, 1992, p. 10:11). Through use of a quantitative design, over a 1 week period in the spring semester of 2014, one group of students taught by the same teacher participated in three classes, two being the experimental and one being the control. Participants were selected based on the target audience that would best answer my research question. Results may show that post-test scores were higher in the experimental group over the control group. Additional findings may suggest that pre-service teacher’s would use this cooperative learning cooperative learning strategy in their future classrooms, that they enjoyed participating in the groups, and found it to be an engaging strategy.