LEADER 04233ctm 2200541Ii 4500001 ocm39156414 003 OCoLC 005 20220726155617.0 008 980521s1996 xx ak bm 000 0 eng d 035 (Sirsi) o39156414 035 (OCoLC)39156414 040 ERE |beng |erda |cERE |dOCLCQ |dOCLCF |dOCLCO |dOCLCQ |dOCLCO |dOCL |dOCLCO |dERE |dUtOrBLW 049 EREE 050 4 LB1032 |b.A45 1996 100 1 Allen, Catherine S., |eauthor. |?UNAUTHORIZED 245 10 Arrangements of cooperative learning groups based on learning styles : |beffect on achievement and attitudes of high school biology students / |cby Catherine S. Allen. 264 0 |c1996. 300 v, 90 leaves : |billustrations ; forms ; |c28 cm 336 text |btxt |2rdacontent 337 unmediated |bn |2rdamedia 338 volume |bnc |2rdacarrier 502 |bCAS |cEast Carolina University |d1996 500 Submitted to the faculty of the Department of Science Education. 500 Advisor: Scott B. Watson 520 3 The purpose of this study was to investigate the effects of using learning styles as a basis for forming cooperative learning groups. Two dependent variables, academic achievement and attitude towards cooperative group work, were analyzed. Five classes of high school biology students were arranged into cooperative learning groups. The three treatment groups were academic heterogeneous, learning styles heterogeneous, and learning styles homogeneous. Learning styles were determined by using the Myers-Briggs Type Indicator and based on the Keirsey and Bates Temperament Scale. Two forms of the National Association of Biology Teachers/National Science Teachers Association (NABT/NSTA) Examination were used in a pretest/posttest design and the results were analyzed using analysis of covariance (ANCOVA). The Cooperative Attitude Survey (CAS) was developed for this study and the results were analyzed using analysis of variance (ANOVA) to determine differences in attitudes of the subjects after a semester of using cooperative learning strategies. The four learning styles used, NF, NT, SP, and SJ, were analyzed for differences in attitude and academic gains, and no significant differences were found. When the NABT/NSTA exam pretest and posttest scores of the three cooperative learning treatment groups were analyzed, no significant differences were found in achievement. The Cooperative Attitude Survey also showed no significant differences among the three treatment groups. The significant gains in achievement and positive attitude towards cooperative learning measured during this study indicate that the cooperative learning is an effective strategy regardless of how the groups are formed. 504 Includes bibliographical references (leaves 44-50). 650 0 Group work in education. |=^A916 650 0 Team learning approach in education. |=^A205387 650 0 Biology |xStudy and teaching (Secondary) |=^A15384 650 7 Biology |xStudy and teaching (Secondary) |2fast |0(OCoLC)fst00832492 650 7 Group work in education. |2fast |0(OCoLC)fst00948532 650 7 Team learning approach in education. |2fast |0(OCoLC)fst01144668 655 7 Academic theses. |2fast |0(OCoLC)fst01726453 655 7 Academic theses. |2lcgft 655 7 Thèses et écrits académiques. |2rvmgf |0(CaQQLa)RVMGF-000001173 655 2 Academic Dissertation. |0(DNLM)D019478 |?UNAUTHORIZED 700 1 Watson, Scott B., |edegree supervisor. |?UNAUTHORIZED 710 2 East Carolina University. |bDepartment of Science Education. |?UNAUTHORIZED 856 41 |zAccess via ScholarShip |uhttp://hdl.handle.net/10342/10006 949 Click on web address |wasis |hjoyner101 949 Click on web address |wasis |hhsl111 994 C0 |bERE 596 1 4 998 630904 998 630904