How Cooperative Learning Impacts Higher Order And Critical Thinking Skills And Student Achievement

863 WordsMay 5, 20164 Pages
The challenge this researcher faces lies in the structure of a particular Accelerated Math II (10th Grade) curriculum at Lucy C. Laney High School in Augusta, Georgia, in which all students enrolled in the course have to be proficient in all areas of the curriculum. The researcher has observed very little higher order/critical thinking and problem solving and low motivation/morale which may impact student performance in the math course. After a year of intense coursework, including real world application practice, and many short answer and multiple choice assessments, students show minimum performance on an accelerated curriculum provided to them. This challenges the instructional efforts of the teacher to increase the performance and promote higher order thinking in the math class. Therefore the purpose for this study is to determine if cooperative learning impacts higher order/critical thinking skills and student achievement. Review of the Literature Cooperative learning is one of the best studied academic strategies in the history of educational research, with over 1,000 research studies on the subject dating as far back as 1898 (Stanne, Johnson & Johnson, 1999). There are so many studies, in fact, that the most easily to get to point of entry into the literature is meta-analyses of large numbers of studies. The most important piece of information is that cooperative learning models have been established to have an obviously positive impact on student achievement.

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