Determining the Effectiveness of Co-Teaching on Student Achievement: An Analysis of a Co-Taught Class versus a Solo-Taught Class

Abstract

The purpose of the study was to determine if third-grade students in a co-taught classroom would attain higher academic achievement than that of their peers in a solo-taught classroom. The measurement tool used was the i-Ready Reading Diagnostic Assessment. This study used a two-sample t-test to measure data collected from the i-Ready Reading Diagnostic Assessment. Although the statistical test for the change between solo and co-teaching could not be rejected, the practical significance of the co-teaching method was confirmed, thus, having a medium effect size. There should be further research conducted in this area because there is limited information on this subject.