six control classes were taught the same material using traditional non-cooperative methods for 15 weeks. The same subject teacher taught the same material to one experimental group and one control group.
The Piers-Harris Children's Self-Concept Scale was used to measure self-esteem at the beginning and end of the term. The New York State Regents Competency Tests and the New York State Second Language Proficiency Examination in Spanish were used to test standardized academic achievement. Teacher-made tests of specific topics (e.g., math) measured criterion-referenced academic achievement.
In addition, daily discussions with teachers and whole class open-ended discussions with students immediately after posttesting were conducted in provide qualitative insights into more empirical data. Information gained in these discussions was said to allow the researcher to assess student attitudes regarding the traditional and cooperative learning experiences.
The results of t tests yielded significant differences in favor of the cooperative learning classes on stand
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