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Implementing Cooperative Learning Strategies to Improve Student Engagement

Implementing Cooperative Learning Strategies to Improve Student Engagement Kari Robert University of New England, Action Research: EDU 690 December 8, 2013

Statement of Academic Honesty: I have read and understand the plagiarism policy as outlined in the Student Plagiarism and Academic Misconduct document relating to the Honesty/Cheating Policy. By attaching this statement to the title page of my paper, I certify that the work submitted is my original work developed specifically for this course and to the MSED program. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I acknowledge the possible consequences of the act/s, which could include expulsion from the University of New England.

Implementing Cooperative Learning Strategies to Improve Student Engagement Abstract Students struggle in biology to learn and retain difficult content. When the content is difficult students often feel they are not smart enough or able to do the work. The amount of information is overwhelming and students tend to shut down. The goal of this action research project was to examine how the use of cooperative learning strategies could help students retain more information by allowing more processing time. It also analyzed the effect these strategies had on student engagement. The project included fifty two biology students, most of whom were freshman, with a few sophomore through seniors mixed in. The project took place at a suburban school outside of Phoenix, AZ. Students were given a survey to measure their attitudes about how information is presented to them and their opinions as to how they learn best. Keywords: cooperative learning, student engagement, motivation, learning strategies

Implementing Cooperative Learning Strategies to Improve Student Engagement Table of Contents Abstract ...................................................................................................................................... 2 Table of Contents ............................................................................................................ 3 Introduction ................................................................................................................................ 6 Rationale for Study .......................................................................................................... 6 Statement of Problem ...................................................................................................... 6 Primary Research Questions ............................................................................................ 7 Hypothesis ....................................................................................................................... 7 Ethical Considerations ..................................................................................................... 7 Literature Review ........................................................................................................................ 8 Introduction ..................................................................................................................... 8 Motivation ....................................................................................................................... 8 Engagement ..................................................................................................................... 9 Behavioral Engagement ............................................................................................. 9 Emotional Engagement .............................................................................................. 9 Cognitive Engagement ............................................................................................. 10 Cooperative Learning .................................................................................................... 10
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Implementing Cooperative Learning Strategies to Improve Student Engagement Conclusion .................................................................................................................... 11 Methodology ............................................................................................................................. 12 Research Design ............................................................................................................ 12 Interventions .................................................................................................................. 12 Participants .................................................................................................................... 12 Data Collection Plan ...................................................................................................... 13 Instruments .................................................................................................................... 14 Pre/Post Test .......................................................................................................... 14 Student Survey....................................................................................................... 14 Observations .......................................................................................................... 14 Analyzing Results .................................................................................................................... 14 Data Validity ............................................................................................................................ 15 Generalization ............................................................................................................... 16 Credibility ..................................................................................................................... 16 Results ..................................................................................................................................... 16 Findings........................................................................................................................ 16 Discussion of Finding ................................................................................................... 22
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Implementing Cooperative Learning Strategies to Improve Student Engagement Limitations ................................................................................................................... 23 Further Research........................................................................................................... 24 Action Plan .............................................................................................................................. 24 Conclusion ............................................................................................................................... 25 References ................................................................................................................................ 26 Appendices .............................................................................................................................. 28 Appendix A .................................................................................................................... 28 Appendix B .................................................................................................................... 29 Appendix C .................................................................................................................... 30 List of Tables Tables Table 1 Data Collection Matrix ................................................................................................. 13 Table 2 Observation Field Notes ............................................................................................... 21

Implementing Cooperative Learning Strategies to Improve Student Engagement Introduction Rationale for Study Students struggle to comprehend the content delivered to them in a biology classroom. When taking notes the tendency is to frantically copy whatever is on the screen without really absorbing the information given. New vocabulary, completely foreign to them, is introduced every day. There never seems to be enough opportunity to process the information they are given. The students become misguided into thinking that they are digesting the material being presented (Klemm, 2007). When students feel overwhelmed they may become complacent or disengaged. The traditional lecture format encourages this behavior and fails to motivate students, get them excited about what they are learning or instill in them confidence in their abilities (Wiemer, 2002 as cited in , P., Patel, M., Johnson, E., & Weiss, M., 2009). Cooperative learning strategies are one way to combat this issue. Allowing students a little more time to internalize the information they have been given, they are more likely to retain it for future reference. Klemm (2007) asserts: Memory works best when instruction is delivered in short segments. The ten-minute rule for optimal learning mandates that instruction be provided in short epochs of about ten minutes, followed by immediate application in which students think about the material and use it in some way. (p. 122). Statement of Problem Student engagement in the classroom can be a challenge for any teacher. Students dont feel connected to the content being covered. Often times there are no motivation to do well in the
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Implementing Cooperative Learning Strategies to Improve Student Engagement class. Students feel as though the task is too challenging or they do not have the skills necessary to do well. Teachers must find ways to reach students and get them to take responsibility for their learning. Drakeford (2012) states, educators must actively work to include extracurricular activities in the classroom as incentive for students to enjoy the learning process (p. 240). Primary Research Questions Keeping these ideas in mind led to the following possible research questions: 1. Do cooperative learning strategies lead to better student engagement? 2. Does the use of cooperative learning strategies promote greater feelings of selfefficacy in students? 3. Does the use of cooperative learning strategies lead to better test scores? Hypothesis Engaging students in cooperative learning activities where they have more time to process information will improve quiz and exam scores. Ethical Considerations The school principal has been informed and is excited to see the outcome of the research, as this is a topic that is high on the list of teaching strategies right now on the campus. A letter will be sent home to the parents explaining the changes that will take place in class. Students names will be changed whenever necessary to protect identity.

Implementing Cooperative Learning Strategies to Improve Student Engagement Literature Review Introduction Few students enter the classroom each day an empty receptacle just waiting to be filled with knowledge. School is just one more thing on students never ending list of distraction s they have to deal with. Students enter classrooms feeling defeated because they have yet to be successful. They are dealing with issues at home that have them preoccupied and they are bored because they feel as though what is being taught to them has no relevance in their lives. Teachers struggling to find ways to motivate, engage, and ultimately assist their students to retain necessary information is nothing new. Motivation There are varied avenues which students circumnavigate when it comes to motivation. Anderman and Anderman (2010), describe several theories related to motivation. Two of which can be especially associated with adolescents and high school students are: self-determination theory and attribution theory. Attribution theory is described as what students feel is the root of their success or failure. If the student did well on an exam and they studied they will attribute their success to the fact that they studied. The opposite can also be felt by students when they have had little success in the past. They could alternately attribute that to not being smart or having the ability to do the task or assignment. The other theory characterized by Anderman and Anderman (2010) is self-determination theory. This theory is explain as students having had so little success in their school careers that they begin to believe they are incapable of doing the work or learning the material. Too often school is where students learn they are smart or

Implementing Cooperative Learning Strategies to Improve Student Engagement slow, which in turn can lead to feelings of low self-efficacy (Johnston and Nicholls, 1995 as cited in Yonezawa, Jones, and Joselowksy, 2009). Engagement Engagement has been described as taking part in everyday school activities, turning in work, being present in class and following the teachers instructions (Chapman, 2003). In this day and age it has become so much more than that. Students need to feel they are in a safe and welcoming environment. Teachers need to build relationships with their students and it is in these relationships that the foundation of engagement is formed. Students cannot simply approach school in an assembly line fashion if they are to retain information (Yonezawa, et al., 2009). Engagement can be approached from a multidimensional view, incorporating aspects of behavior, cognition and emotion. Behavioral Engagement. The amount work students are willing to put forth, their perseverance, involvement in tasks, and ability to comply with school expectations are all aspects of behavioral engagement (Davis, H. A., Chang, M., Andrzejewski, C. E., & Poirier, R. R., 2010). Acknowledging the various dimensions of behavioral engagement is essential when working
with students. In a study by Minnett, Murphy, Nobles, and Taylor (2008), students were far more

engaged and displayed far less behavioral issues when teachers redirected with a light touch or by their proximity to the student. Emotional Engagement. Students shouldnt be made to feel invisible; they want to know that what is happening in their world matters. When students feel connected and part of what they are learning is relevant to their lives, they are more likely to be engaged which leads to increased academic achievement (Yonezawa, et al., 2009 and Minnett, et al., 2008). Teachers
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Implementing Cooperative Learning Strategies to Improve Student Engagement need to be cognizant and willing to acknowledge what happens in students lives and try to make that a part of their lessons. When student feel valued and respected they are more likely to become engaged in the classroom. Minnett, et al. (2008), propose a strong formula: powerful pedagogy + trusting relationships = student engagement for learning (p. 26). Cognitive Engagement. This level of engagement deals with students perceptions of their abilities and their willingness to put forth effort based on these perceptions (Davis, H. A., et al., 2010). When students feel the task meets with their abilities they are more likely to remain engaged. Marks (2000, as cited in Li, Y., and Lerner, R. M., 2013) asserts that Students who are thoughtful about their education and are willing to invest in learning are cognitively engaged. This questions the students feelings about school. Do they feel it is important enou gh to invest their time and effort? Content Rention. Maintaining student engagement is also extremely important when considering student retention of content material. Bachelor, Vaughan, and Wall (2012) assert that if students have issues retaining information, poor attitudes and lack of motivation are found to be the result. This inability to retain information could lead to additional burden later when students move on to a university setting. (Meitner, Gonzales, Gandy, and Maedel, 2005 as cited in Bachelor, et al., 2012). There are several ways in which teachers can assist students in retaining information; one example is cooperative learning. Cooperative Learning Cooperative learning strategies are built upon the idea that students work together to enhance their own learning as well as each others learning (Herreid, 1998). It is through these interactions that students become more engaged in the process of learning. Lord (2001) recounts
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Implementing Cooperative Learning Strategies to Improve Student Engagement studies by McKeachie (1988), Slavin (1987), and Johnson, Johnson, and Smith (1991) asserting that when learning becomes student centered it not only easier to understand but students retain the information longer than with traditional lecture methods. Another study conducted by Uri Treismann (1985), of the University of California-Berkley showed significant increase in performance in college calculus classes when students worked cooperatively in groups. Cooperative learning lends itself well to increasing social interaction among students. There tends to be a balance between individual responsibility and social interdependence within the groups (Kagan, 1989). All members must come to an agreement about the answer, but may be called upon individually. Lord (2001), posits that students have a renewed enthusiasm for content when given the opportunity to work in cooperative groups. He asserts that students feel these types of activities model real life, in how they may be required to interact with colleagues one day in the work force. Students feel they get a more personal approach to learning which leads to more positive attitudes among students. Johnson, Johnson, and Smith (1991 as cited in Lord, 2001) ascertain that students who work in cooperative groups tend to value the learning experience more and feel more motivated to do well in school. Conclusion Keeping students engaged and motivated in the classroom is not an easy task. However, when equipped with the right tools to get the job done it can be accomplished. Students need to feel that what they are learning is relevant to their everyday lives and has meaning for them. They thrive on social interaction and validation from their peers. Cooperative learning can supply much of what students need to be successful in school. It can steer students in the right direction and enable them to see that learning is possible and fun.

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Implementing Cooperative Learning Strategies to Improve Student Engagement Methodology Research Design Students struggle in biology to learn and retain difficult content. When the content is difficult students often feel they are not smart enough or able to do the work. The amount of information is overwhelming and students tend to shut down. The goal of this action research project was to examine how the use of cooperative learning strategies could help students retain more information by allowing more processing time. It also hoped to analyze the effect these strategies had on student engagement and subsequently quiz and exam scores. Interventions The students will be presented a unit in the traditional lecture format. They will be required to take notes and ultimately use those notes to study for the unit test. Two subsequent units will be presented using some lecture but also intertwining various cooperative learning strategies to solicit communication and interaction amongst other members of the class. The traditional lecture style will be broken up into smaller chunks with a cooperative learning strategy worked into the unit at an appropriate time. Students will also be periodically informally assessed to measure how well they are retaining in information. Participants The author of this study is the primary teacher involved. The researcher, Kari Robert, has been working as a high school biology teacher for the past three years. She holds a Bachelors of Science in Liberal Arts and is currently pursuing her Master s of Science in Education specializing in Curriculum and Instruction. The data collected will come from the students in her
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Implementing Cooperative Learning Strategies to Improve Student Engagement classroom. The students are ninth grade biology students in a western suburb of Phoenix, AZ. They possess a wide range of academic skills and abilities. There will be two classes involved with the research totaling approximately fifty two students. Data Collection Plan The researcher administered a survey to determine the students attitudes toward their perceived learning preferences. The students were given a pre test of the first units content. Throughout the course of a week the researcher conducted observations of the students. Table 1 Data Collection Matrix Research Questions Do cooperative learning strategies lead to better student engagement? Does the use of cooperative learning strategies promote greater feelings of self-efficacy? Does the use of cooperative learning strategies lead to better scores? Date Source 2 Teacher observations

1 Students survey

Students survey pre-implementation

Students survey postimplementation

Teacher observations

Pre-test

Post-test

Informal quizzes

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Implementing Cooperative Learning Strategies to Improve Student Engagement Instruments Pre/Post Tests. At the beginning of each unit the students will be given a pre-test to analyze their prior knowledge of content presented in the unit. This will be followed by an end of unit exam to address retention of content taught. Student Surveys. The participants were given surveys to determine their attitudes toward student engagement in the classroom. Participants were asked their thoughts on preference of content delivery and how they felt they learned best. A short survey was to have been given after a cooperative learning strategy was implemented to assess the students opinions on how well the strategy worked. Observations. The teacher will also be making her own observations of student engagement as each unit progresses. The observations will focus on the students actions and behaviors throughout a class period. Each day up to four students will be randomly chosen for observation. Analyzing Results Each of the research questions will be considered by analyzing the participant s responses to the surveys, their scores on pre/post tests as well as observations conducted by the teacher each day. Surveys will be given to the participants at the beginning and the end of the research timeline. They will be used to measure the participants feelings about how they best acquire information. Teacher-researcher observations took place everyday throughout the process. The teacher-researcher randomly choose up to four students to observe per class period per day.

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Implementing Cooperative Learning Strategies to Improve Student Engagement Notes were made on participants participation (raises hand, asks questions, and following directions), as well as their task behavior (off-task with peers, off-task alone, and disruptive). Data Validity In order to satisfy requirements of this action research project the teacher-researcher spoke to a couple colleagues about their thoughts on data validity. The first was the schools principal the second the science department chair. The principal was not able to spend much time in person, as this week was testing week and things were a bit crazy, but she did go over the plan and did not feel there were any issues with the proposal. She stated she was looking forward to seeing the results in the end and visiting the classroom as the research was being conducted. The science department chair was able to spend a bit more time and the teacherresearcher was enlightened by his insights. He made a few recommendations with regard to the plan. First, he suggests that consistency is important. There were questions in the survey that started with I learn best as well as I remember best. He stated that it would be better if all questions began in the same way. This way the participants are not confused by what is being asked. Another point made dealt with the strength of the questions in the survey. Each question is only asked once which may give the results low power. He recommends that the teacherresearcher ask the same question more that once but reword the questions so they are not being asked the same each time. This makes sense as it speaks to the reliability of the research. Reliability is the ability of a test (student survey) to measure what it is designed to measure (Mills, 2014). If the teacher-researcher is asking the same question of the participants but in differing ways the survey becomes more reliable and the results more powerful. As a part of these additional questions he also suggested adding filler questions that would not be analyzed

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Implementing Cooperative Learning Strategies to Improve Student Engagement but are intended to ultimately get the students to forget the previous question so as not to place the same, however rephrased questions, back to back. Generalization Generalizability is explained as the extent to which the research can be generalized across different settings (Mills, 2014). While it was not the teacher-researchers goal to expect that the results would be transferable across all ninth grade biology classrooms, it is possible within the context of the current setting. The student survey could be administered in any classroom to gauge students attitudes towards their preferred content acquisition. Credibility Credibility is an important aspect of the action research process. Mills (2014) describes it as the researchers capacity to deal with the complications that may present themselves or anomalies that can be troublesome to explain. One way to do this is through a method called triangulation; the researcher uses several sources for data collection (Mills, 2014). The teacherresearcher for this action research project utilized student surveys, pre/post tests, as well as classroom observations (Table 1: Data Collection Matrix). It is paramount to be detailed in writing observation notes so as to capture not only the common everyday occurrences but those characteristics that may seem divergent of normal behavior. Results Findings Figures 1-8 display the outcomes of the student survey (Appendix A) that was administered at the beginning of the action research project. The survey was constructed to
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Implementing Cooperative Learning Strategies to Improve Student Engagement measure the participants attitudes about how they connect best with content covered in class. Students responded based on their feelings about each question with either strongly agree, agree, disagree, or strongly disagree. The percentage calculated for each answer is recorded at the top of each bar. A total of fifty two students took the survey.

Question 1: I remember information best when presented through lecture.


Strongly Agree Agree 46% 31% Disagree Strongly Disagree

10%

13%

Figure 1

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Implementing Cooperative Learning Strategies to Improve Student Engagement

Question 2: I learn new information best when the teacher uses PowerPoint, maps or other visual aids to lecture.
Strongly Agree Agree 46% 35% Disagree Strongly Disagree

13% 6% Figure 2

Question 3: I learn information best when the teacher reviews information with the whole class.
Strongly Agree Agree 48% 40% Disagree Strongly Disagree

8%

4%

Figure 3

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Implementing Cooperative Learning Strategies to Improve Student Engagement

Question 4: I learn new information best when I get an opportunity to do a "hands-on" project.
Strongly Agree Agree Disagree Strongly Disagree

54%

33%

7%

6%

Figure 4

Question 5: A test is the best way to measure what I have learned.


Strongly Agree Agree 46% 35% Disagree Strongly Disagree

7%

12%

Figure 5

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Implementing Cooperative Learning Strategies to Improve Student Engagement

Question 6: I remember information best when I see a connection between the material being taught and real life.
Strongly Agree Agree 50% 32% Disagree Strongly Disagree

12%
6% Figure 6

Question 7: I learn information best when I have time to process it in different ways.
Strongly Agree Agree Disagree Strongly Disagree

50%
40%

8% 2% Figure 7

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Implementing Cooperative Learning Strategies to Improve Student Engagement

Question 8: Discussing new information with my peers helps me to understand it better.


Strongly Agree Agree 42% 35% Disagree Strongly Disagree

19%

4% Figure 8

Table 2 displays the observation field notes taken for a four day time span. The teacherresearcher recorded the behaviors she observed for four random students each day. These days observations were done during the unit in which no cooperative learning strategies were included in the lessons. The lessons conducted mainly consisted of lecture and student note taking. Table 2 Observation Field Notes Observations Follows Active Direction Listening

Raises Asks Hand Question Student 1 D a Student 2 y Student 3 1 Student 4 x xx

Answers Question

Off Task w/Peer xx x

Off Task Disrupting Alone Others xxxx x

xx

X X

x xxx xxx
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Implementing Cooperative Learning Strategies to Improve Student Engagement

Student 1 D a Student 2 y Student 3 2 Student 4 Student 1 D a Student 2 y Student 3 3 Student 4

x xx xxxx

Xx

x xx xx xxx x xxx

x x X

xx xxx xxx xx xx

Student 1 x Xx D a Student 2 y Student 3 x x 4 Student 4 Note. x = number of instances observed activity occurred. Discussion of Findings

x xx

xx xx

The purpose of this action research project was to study the effects of cooperative learning strategies on improving student engagement. The teacher-researcher was unable to complete all of the data collection originally intended. The information gathered however, does demonstrate the participants interest in cooperative learning strategies. Figure 4 and Figure 8 clearly indicate that students feel strongly that they would do better if given the opportunity for hands on projects (87% strongly agree/agree) as well as circumstances in which they can discuss new information with their peers (77% strongly agree/agree). Jalongo (2007) indicates that successful teachers have the ability to incorporate into their lessons activities where students are given the chance to confer with their peers and

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Implementing Cooperative Learning Strategies to Improve Student Engagement demonstrate real world application. Students also indicated that connecting material to real life was also important (82% strongly agree/agree, Figure 6). Students on question one (56% strongly agree/agree and 44% disagree/strongly disagree, Figure 1) represented a nearly even split when presented with the question about information received through lecture format. It seems to contradict their preferences reported from subsequent questions. Klemm, (2009) asserts retention of material is curtailed when the learner is in passive mode, such as when sitting through a lecture. Could their response to question one be due to the fact that they are so accustomed to this style of content delivery that there is no other approach to pull from? Students feel strongly about the use of PowerPoint, maps, and visual aids in the classroom (Figure 2, 81% strongly agree/agree) however, Klemm (2009) warns the use of slide show presentations should be done in a way that allows for segmenting the material in to smaller chucks where students can interact with what was presented. Observations of student behavior were conducted for four days during the initial phase of the research. This initial unit was presented to students using the more traditional lecture format and did include a slide presentation. Students were required to copy notes and in turn use those notes to study for an end of unit test. During those four days four students were chosen at random to be observed. Table 2 shows that most students were off task either with another student or alone. The students electronic devices were most often the culprit. Limitations This study was originally intended to take place over a time period of about four weeks. Due to unforeseen circumstances the teacher-researcher was only able to collect data for about a

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Implementing Cooperative Learning Strategies to Improve Student Engagement week. Large pieces of the puzzle are missing. The teacher-researcher was unable to get to the heart of her research questions pertaining to cooperative learning. Further Research It is evident in the findings that students prefer opportunity where they can access information in various ways such as hands on and peer to peer learning. It is also evident that students can easily get off task when presented with mundane lessons. It seems to have been to electronic devices that held the most interest not the days lecture. The use of phone, ipods, and tablets could be another opportunity to get and to keep students engaged in the classroom. Action Plan Keeping students engaged in any classroom is a challenge. Teachers are always looking for ways to improve student engagement. Incorporating cooperative learning strategies into lesson plans could be the tool teachers are looking for. These strategies allow students time to process difficult information. It affords them opportunities to work with their classmates and bounce ideas off of one another. These are approaches to learning the students themselves reported being interested in as presented in Figures 1-8. The teacher-researcher of this action research project was unable to conduct her research as originally intended due to unforeseen circumstances. With that in mind there is still work to be done. With the first semester of school coming to a close the teacher-researcher plans to move ahead with her research for second semester. Cooperative learning strategies will be incorporated into unit lessons. Students will be asked to complete a survey reporting their attitudes toward each of the strategies. Observation field notes will be taken to capture the students engagement

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Implementing Cooperative Learning Strategies to Improve Student Engagement during the activities. This research will be conducted to the end of the second semester. The teacher-researcher will then compile her results and present them to her colleagues within the science department and ultimately if the results warrant the whole school. Conclusion Cooperative learning strategies are tools that allow students the opportunity to process difficult information. This extra processing time may account for better retention of material taught, better student engagement during class time and ultimately increased test scores. The intent of this action research project was to test that hypothesis. A complete set of data was not able to be obtained at this time to answer that question. However, the preliminary data that was collected strongly indicated that the students would be interested in these type of activities. Further research will hopefully show this as well.

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Implementing Cooperative Learning Strategies to Improve Student Engagement References Anderman, E. M., & Anderman, L. H. (2010). Classroom Motivation. Upper Saddle River, New Jersey: Pearson Education Inc. Armbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). Active Learning and StudentCentered Pedagogy Improve Student Attitudes and Performance in Introductory Biology. CBE - Life Sciences Education, 8(3), 203-213.

Chapman, E., & ERIC Clearinghouse on Assessment and Evaluation, C. D. (2003). Assessing Student Engagement Rates. ERIC Digest.

Clyde, F. H. (1998). Why isn't cooperative learning used to teach science? Bioscience, 48(7), 553-559. Retrieved from http://search.proquest.com/docview/216460272?accountid=12756

Davis, H. A., Chang, M., Andrzejewski, C. E., & Poirier, R. R. (2010). Examining Behavioral, Relational, and Cognitive Engagement in Smaller Learning Communities: A Case Study of Reform in One Suburban District. Journal Of Educational Change, 11(4), 345-401.

Drakeford, W. (2012). The Effects of Cooperative Learning on the Classroom Participation of Students Placed at Risk for Societal Failure. Psychology Research, 2(4), 239-246.

Jalongo, M. (2007). Beyond Benchmarks and Scores: Reasserting the Role of Motivation and Interest in Children's Academic Achievement--An ACEI Position Paper. Childhood Education, 83(6), 395.

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Implementing Cooperative Learning Strategies to Improve Student Engagement Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12. Retrieved from http://search.proquest.com/docview/224857174?accountid=12756

Klemm, W. R. (2007). Computer Slide Shows: A Trap for Bad Teaching. College Teaching, 55(3), 121-124.

Li, Y., & Lerner, R. M. (2013). Interrelations of Behavioral, Emotional, and Cognitive School Engagement in High School Students. Journal Of Youth And Adolescence, 42(1), 20-32.

Lord, T. R. (2001). 101 reasons for using cooperative learning in biology teaching. The American Biology Teacher, 63(1), 30-38. Retrieved from http://search.proquest.com/docview/218989688?accountid=12756 Minnett, A., Murphy, M., Nobles, S., and Taylor, T. (2008). Tools of Engagement: Sharing Evidence of Student Engagement Sparks Changes in Teacher Practice. Journal of Staff Development, 29(4), 25-30. Treismann, P. M. (1985). A Study of the Mathematics Performance of Black Students at the University of California, Berkley (Ph.D. Dissertation)

Yonezawa, S., Jones, M., & Joselowsky, F. (2009). Youth Engagement in High Schools: Developing a Multidimensional, Critical Approach to Improving Engagement for All Students. Journal Of Educational Change, 10(2-3), 191-209.

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Implementing Cooperative Learning Strategies to Improve Student Engagement Appendix A

Student Survey
Choose the answer that best reflects you attitude about each statement. Write the letter of your choice on each line.

____ 1. I remember information best when presented through lecture. a. strongly disagree b. disagree c. agree d. strongly agree

____ 2. I learn new information best when the teacher uses PowerPoint, maps, or other visual aids to lecture. a. strongly disagree b. disagree c. agree d. strongly agree

____ 3. I learn new information best when the teacher reviews information with the whole class. a. strongly disagree b. disagree c. agree d. strongly agree

____ 4. I learn new information best when I get an opportunity to do a hands -on project. a. strongly disagree b. disagree c. agree d. strongly agree

____ 5. A test is the best way to measure what I have learned. a. strongly disagree b. disagree c. agree d. strongly agree

____ 6. I remember information best when I see a connection between the material being taught and real life. a. strongly disagree b. disagree c. agree d. strongly agree

____ 7. I learn information best when I have time to process it in different ways. a. strongly disagree b. disagree c. agree d. strongly agree

____ 8. Discussing new information with my peers helps me to understand it better. a. strongly disagree b. disagree c. agree d. strongly agree

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Implementing Cooperative Learning Strategies to Improve Student Engagement Appendix B


Observation Records Student Names Student actions and behaviors Raises hand Asks question Notes Date:

Answers question

Follows direction Active listening

Off-task w/peer Off-task alone Disrupting others

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Implementing Cooperative Learning Strategies to Improve Student Engagement Appendix C Dear Parent/Guardian, I am currently enrolled at the University of New England in a masters program focused on Curriculum and Instruction. As part of my course work I am writing a thesis on the effects cooperative learning has on student engagement. The purpose of this letter is to request consent to use your childs work in the classroom as primary material for my thesis. As a basis for my research: I will collect formative assessments in the form of quizzes and tickets out the door, as well as summative assessments in the form of end of unit tests to evaluate the influence cooperative strategies has on the students performance I will also ask that they complete a couple of pre and post surveys questioning their thoughts on cooperative learning. Your childs identity would be kept confidential at all times. No names or identifiers will be used in the submission of the work. No extra time or commitment is required of your child, as the research would be a regular part of our classroom time. Your childs participation would be completely voluntary and he/she can be pulled from the study at any time. There would be no physical or emotional risk to your child. These are strategies that are designed to assist your child to more successful in the classroom.

Your childs participatio n would be an invaluable asset to my thesis in assisting me to better understand how I can help him/her be a more successful student. This research will also give me the opportunity to reflect on my teaching and look at ways in which I can improve in the future. I am also striving to make sure that your child has the best possible chance to succeed. If you have any questions about this study please feel free to contact me at kari.robert@dysart.org or 323-369-6057. Sincerely, Kari Robert Please sign the form below and have your child return it to me. Students name ___________________________ _______ I agree to allow my child to participate in Kari Roberts research study. _______ I do not agree to allow my child to participate in Kari Roberts research study. Parent/Guardian Signature _________________________________Date___________
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