DETERMINING THE EFFECTS OF COOPERATIVE PROBLEM-SOLVING IN A HIGH SCHOOL PHYSICS SETTING ON THE STUDENTS’ CONFIDENCE, ACHIEVEMENT, AND PARTICIPATION

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dc.contributor.authorGagermeier, Sarah M.
dc.date.accessioned2021-04-26T15:17:47Z
dc.date.available2021-04-26T15:17:47Z
dc.description.abstractThe aim of this study was to establish if the Cooperative Learning method of problem-solving had any effect on high school physics students’ achievement, participation in class, or confidence levels. A quasiexperimental research design that utilized both quantitative and qualitative methods of data collection was developed and applied to Honors and grade-level Physics classes comprised of upperclassmen in a high school on the eastern shore of the United States. Research data was collected using pre and posttests, surveys, student worksheets, and observations. During this study, both intervention groups received instruction on, and completed, multiple iterations of, the Cooperative Learning problem-solving activity during the two-dimensional force’s unit. Control groups for both ability levels received conventional instruction and were given the same pre and posttests as the intervention groups. The honors intervention group was found to have an increased average post test score when compared to their control group; however, the grade-level group showed a slight decrease in achievement that was likely a result of minimal scaffolding. Both honors and grade-level students demonstrated improvements in participation and confidence as a result of the intervention. According to the data, the cooperative problemsolving activity was beneficial and superior to conventional teaching tactics for Honors students in terms of achievement, confidence, and participation. However, this activity would require further scaffolding and a higher degree of modeling for grade-level classes to be as successful for those students.en_US
dc.description.urihttp://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/determining_the_effects_of_cooperative_problem-solving_in_a_high_school_physics_setting_on_the_students%E2%80%99_confidence_achievement_and_participation.pdfen_US
dc.format.extent19 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/m2fyvp-gcbb
dc.identifier.citationSarah M. Gagermeier, DETERMINING THE EFFECTS OF COOPERATIVE PROBLEM-SOLVING IN A HIGH SCHOOL PHYSICS SETTING ON THE STUDENTS’ CONFIDENCE, ACHIEVEMENT, AND PARTICIPATION, Journal of Teacher Action Research - Volume 7, Issue 2, pages 4-19, http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/determining_the_effects_of_cooperative_problem-solving_in_a_high_school_physics_setting_on_the_students%E2%80%99_confidence_achievement_and_participation.pdfen_US
dc.identifier.urihttp://hdl.handle.net/11603/21372
dc.language.isoen_USen_US
dc.publisherTHE JOURNAL OF TEACHER ACTION RESEARCHen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Education Department Collection
dc.relation.ispartofUMBC Student Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.subjectteacher action researchen_US
dc.subjectcooperative learningen_US
dc.subjectphysicsen_US
dc.subjectsecondary educationen_US
dc.subjectproblem solvingen_US
dc.subjectcritical thinkingen_US
dc.subjectUMBC EDUC 795, Seminar in the Study of Teachingen_US
dc.titleDETERMINING THE EFFECTS OF COOPERATIVE PROBLEM-SOLVING IN A HIGH SCHOOL PHYSICS SETTING ON THE STUDENTS’ CONFIDENCE, ACHIEVEMENT, AND PARTICIPATIONen_US
dc.typeTexten_US

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