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dc.contributor.authorRusso, Rose L.
dc.date.accessioned2014-10-07T17:53:48Z
dc.date.accessioned2020-06-22T14:29:50Z
dc.date.available2014-10-07T17:53:48Z
dc.date.available2020-06-22T14:29:50Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/20.500.12648/507
dc.description.abstractThis 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.en_US
dc.language.isoen_USen_US
dc.subjectEducation, Cooperative.en_US
dc.subjectStudent teachers.en_US
dc.subjectMathematics -- Study and teaching.en_US
dc.titleThe effects of a cooperative learning strategy on post-secondary students' mathematics achievement.en_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:29:50Z
dc.description.institutionSUNY at Fredonia


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