The effects of implementing the cooperative learning structure, numbered heads together, in chemistry classes at a rural, low performing high school
Master of Natural Sciences (MNS)
Natural Sciences (Interdepartmental Program)
Due to the positive academic results in numerous studies on cooperative learning and the need and desire to improve academic results in East Feliciana High School Chemistry classes, the implementation of a cooperative learning structure called “numbered heads together” was studied during the spring 2013 semester at this rural, low performing high school. Numbered heads together was utilized during three units of a Chemistry class with 24 students and three units of an AP Chemistry with 11 students after completion of two units taught without the use of any type of cooperative learning structure. Using pre- and post-tests, learning gain differences were analyzed using a Wilcoxon matched-pairs test to determine the effectiveness of numbered heads together versus the use of individualized learning only for whole classes, varying levels of academic performance, and gender. Results indicated the use of numbered heads together was more effective than individualized learning for boys in the Chemistry class and those students classified as “weaker performing students” in the Chemistry class. The use of numbered heads together was as effective as individual instruction for all other groups of students. Student surveys indicated more enjoyment and engagement in their Chemistry or AP Chemistry class using numbered heads together as opposed to individualized learning.
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Baker, Daniel Paul, "The effects of implementing the cooperative learning structure, numbered heads together, in chemistry classes at a rural, low performing high school" (2013). LSU Master's Theses. 4241.
Wischusen, E William