The Effects Of Cooperative Learning Methods On Achievement, Retention, And Attitudes Of Home Economics Students In North Carolina

Abstract

The purpose of this study was to determine the effects of the cooperative learning approach of Student Teams-Achievement Divisions (STAD) on the achievement of content knowledge, retention, and attitudes toward the teaching method. Cooperative learning was compared to noncooperative (competitive) learning classroom structure using a quasi-experimental design. An achievement test, consisting of items from the state competency test-item bank for the course, and an attitude questionnaire were administered immediately following instruction on the unit of special nutritional needs. A retention test was administered three weeks following the achievement test. California Achievement Test scores and first semester grades in home economics classes were used as covariates to adjust for possible preexisting differences between the groups. Multivariate analysis of covariance showed no significant difference among the dependent variables (achievement and retention) between the teaching methods used. There was also no significant difference in student attitudes toward the teaching methods.