Gagermeier, Sarah M.2021-04-262021-04-26Sarah 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.pdfhttp://hdl.handle.net/11603/21372The 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.19 pagesen-USThis 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.teacher action researchcooperative learningphysicssecondary educationproblem solvingcritical thinkingUMBC EDUC 795, Seminar in the Study of TeachingText