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Information to Users INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction Is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9505144 The effects of a cooperative learning instructional strategy on the academic achievement, attitudes toward science class and process skills of middle school science students Ahuja, Alka, Ph.D. The Ohio State University, 1994 Copyright ©1994 by Ahuja, Alka. All rights reserved. UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 THE EFFECTS OF A COOPERATIVE LEARNING INSTRUCTIONAL STRATEGY ON THE ACADEMIC ACHIEVEMENT, ATTITUDES TOWARD SCIENCE CLASS AND PROCESS SKILLS OF MIDDLE SCHOOL SCIENCE STUDENTS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Philosophy in the Graduate School of The Ohio State University. By Alka Ahuja, B. S., M. S., M. A. ***** The Ohio State University 1994 Dissertation Committee: Approved by Stanley, L. Helgeson, Ph. D. Arthur L. White, Ph. D. David L. Haury, Ph. D. Advisor College of Education Copyright by Alka Ahuja 1994 To The Memory of Dr. Patricia E. Blosser, and to Rajiv, Raghav, Mama, Papa, and Kavita for your never ending support ii ACKNOWLEDGEMENTS I would like to take this opportunity to thank and show my appreciation to all the people who were instrumental in helping me to complete this project. First of all I would like to thank my Dissertation Committe for their assistance to me. Thanks to my advisor, Dr. Stanley L. Helgeson, for his constant encouragement and support throughout my years as a doctoral student. Without his guidance, I would never have completed this task. Thanks to Dr. Arthur L. White for helping me with the statistical design and never losing patience with me. I would also like to thank him for giving me the wonderful opporunity to work at the National Center for Science Teaching and Learning, Thanks to Dr. David Haury for stepping in at the time when I needed him most. Last but not least, I would like to thank Dr. Patricia E. Blosser, who gave me tremendous confidence and emotional support, along with being a step by step guide through this project. Unfortunately, she did not live to see the completion of my dissertation. Thanks to Susan Christie, without whose willingness to participate, this study would never have taken shape. Susan, thanks for letting me in your classroom and giving me all that freedom. Thanks to the Principal of the school, Dr. Murphy Moultry, for his help and cooperation. Thanks to all the parents and students of this study. Finally, I would like to thank my husband, Rajiv for his encouragement and constant support. Whenever I felt low, you motivated me, and kept encouraging me to go on. I do not know if I could have completed this, if were not for you. Thanks to my son, Raghav, who tolerated many hours of having Mom busy. I'll try to make up all my lost time to you. Thanks to my parents, for instilling me with a desire to pursue the search of knowledge from the day I was born. Thanks to my sister and brother-in-law for their constant encouragement. VITA June 7,1963............................................................ Bom, New Delhi, India 1984..........................................................................B. S. (Hons.) Zoology, Delhi University, India 1986...........................................................................M. S. Department of Zoology, Delhi University, India 1986-1987.............................. ...................................Teacher, Rajendra Vidyalaya, Jamshedpur, India 1993...........................................................................M. A., College of Education, The Ohio State University, Columbus, Ohio 1991-Present............................................................ Graduate Research Associate, National Center for Science Teaching and Learning, Columbus, Ohio FIELDS OF STUDY Major Field: Education Studies in Science Educaiton: Dr. Stanley L. Helgeson, Dr. Patricia E. Blosser, Dr. Arthur L. White, Dr. David L. Haury and Dr. Victor Mayer. Studies in Zoology: Dr. David Culver TABLE OF CONTENTS DEDICATION_____________________________________________________ii ACKNOWLEDGEMENTS__________________________________________ iii VITA_____________________________________________________________ V TABLE OF CONTENTS____________________________________________ vi LIST OF FIGURES__________________________________________________ix LIST OF TABLES___________________________________________________x CHAPTER I INTRODUCTION Introductory Comments_____________________________________________ 1 Problem Statement__________________________________________________4 Need for the Study__________________________________________________4 Definition of Terms_________________________________________________ 6 Rationale Behind the Use of Cooperative Learning in Science Education 7 Learning Theory Perspectives________________________________________ 10 Nature of Science and Cooperative Learning___________________________14 Perspectives on Attitudes in Science Education_________________________18 Research Questions_________________________________________________ 24 Research Hypotheses_______________________________________________ 25 CHAPTER II REVIEW OF RELATED LITERATURE Introduction_______________________________________________________ 26 Cooperative Learning Methods______________________________________ 26 Outcomes of Cooperative Learning Academic Achievement_______________________________________ 31 Attitudes____________________________________________________ 35 TABLE OF CONTENTS (contd.) Process Skills _______________________________________________ 40 Other Outcomes____________________________________________ 42 CHAPTER III DESIGN AND METHODS Population and Sample_____________________________________________46 Time Frame ______________________________________________________ 46 Design and Procedure______________________________________________47 Teaching Social Skills______________________________________________ 50 Limitations of the Study____________________________________________ 52 Delimitations_____________________________________________________ 52 Precautions Exercised______________________________________________ 52 Instrumentation___________________________________________________ 53 Interviews With Students___________________________________________ 57 Analysis__________________________________________________________ 58 CHAPTER IV RESULTS Review of Analysis Procedure_______________________________________62 Results Observations and Documentation of Class Proceedings__________ 63 Control Group Classes_______________________________________ 64 Experimental Group Classes__________________________________ 65 Results from the Analysis of the Quantitative Data_______________67 Analysis and Interpretation of Interviews_______________________91 Teacher's Viewpoint________________________________________________104 A Selection of Negative Statements Made By the Interviewees Related to Science and the Instructional Method______________________ 109 A Selection of Positive Statements Made By the Interviewees Related to Science and the Instructional Method______________________ 110 List of Findings From the Qualitative Analysis of Data_________________ 112 List of Findings From the Quantitative Analysis of Data vii TABLE OF CONTENTS (contd.) Answers to Research Questions________________________________ 114 CHAPTER V CONCLUSIONS Synthesis and Summary of Results Achievement________________________________________________ 116 Attitudes Toward Science Class________________________________ 121 Process Skills ________________________________________________ 122 Qualitative Data_____________________________________________ 126 Relationship of the Quantitative and Qualitative Results to the Model_____________________________________ 128 Implications of the Study for Practice_________________________________ 135 Implications for Future Research : Recommendations___________________ 136 Conclusions_______________________________________________________ 137 LIST OF APPENDICES Appendix A Letter to the Parents/Guardians of Participants in the Study_____________ 138 Appendix B Letter to the
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