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dc.contributor.authorPettibone, Michael M.
dc.date.accessioned2021-09-07T22:04:46Z
dc.date.available2021-09-07T22:04:46Z
dc.date.issued12/1/2006
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5907
dc.description.abstractThis study presents an overview of the academic, social and behavioral benefits of cooperative learning in a middle school science classroom. Students were assessed in the second marking period during a teacher centered lecture and then introduced to a cooperative learning environment. There was an 89.7% increase in academic averages in the third marking period. This study also showed an observable improvement in classroom behavior and increase in appropriate social interactions.
dc.subjectClassroom Behavior
dc.subjectCooperative Learning
dc.subjectLearning Strategy
dc.subjectCollaborative Learning
dc.subjectThink-Pair-Share
dc.subjectJigsaw
dc.titleThe Benefits of Cooperative Learning in the Middle School Science Classroom
dc.typethesis
refterms.dateFOA2021-09-07T22:04:46Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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