1. The Benefits of Cooperative Learning in the Sciences Acknowledgments Special thanks extended to Dr. Bortiatynski and Jenay Robert for their assistance in this project and the Learning Assistant Program. Natalie Morrissey, Patrick Anstett, Yian Khai Lau SC 297C, Spring 2015 The Pennsylvania State University What is cooperative learning? Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each others’ learning. (Johnson, Johnson, and Holubec, 1993, 6) Cooperative learning encourages students to build five pillars essential to learning: 1.Positive interdependence 2.Individual accountability 3.Face-to-face interaction 4.Interpersonal skills 5.Group processing References Paulson, D.; Journal of Chemical Education, 1999, 76, 1136-1140. Saleh, T.; The Journal of Effective Teaching, 2011, 11, 19-27. Benefits of cooperative learning: All students benefit from the coaching, encouragement, and feedback of their peers. Cooperative learning experiences have been proven to increase student motivation, interest, and achievement in the sciences. High-achieving students benefit by explaining their ideas to others. Low-achieving students benefit by engaging in active participation. Cooperative Learning in an Organic Chemistry Lecture Class Donald R. Paulson, of California State University, taught organic chemistry in the standard lecture format from 1984-1994. In 1994, he began utilizing a collaborative learning strategy. Students were divided into groups of four randomized for ethnicity, gender, and GPA. The pass rate was defined as the total number of A, B, and C grades compared to the number of students enrolled at the end of the first week of classes. Out of class: Graded group homework was assigned every week and all group members received the same grade. In class: Students were arranged in semicircular groups of four. 2-3 times each class, students discussed a problem in groups while the teacher circulated to answer questions. After 5-10 minutes, he opened the problem up for discussion, and students debated different approaches. Source of VariationMeanP Cooperative group89.91 7.8x10 -6 Individualistic group79.75 Source of VariationMeanP Cooperative group84.9 0.001 Individualistic group78.1 Figure 1: Organic Chemistry Passing Rate of CSU Cooperative Learning Strategies in a General Chemistry Laboratory Tawfik A. Saleh, of the King Fahd University of Petroleum and Minerals in Saudi Arabia, investigated the use of both a “cooperative” style of learning and an “individualistic” method in a general chemistry laboratory course. The individualistic group was made up of students in the course whose grades were not affected by their fellow students. The cooperative group included students who worked together in smaller groups. The data in Table 1 show mean lab report scores for both groups. On average, those in the cooperative group scored 10.16 points higher than did those in the individualistic group. Also shown in table 2 is final examination scores for both groups, with those in the cooperative group scoring an average of 6.80 points higher than their counterparts. Both tests show statistical significance (α=0.05). Table 1: Analysis of Chemistry Final Laboratory Report Scores, King Fahd University Table 2: Analysis of Chemistry Final Examination Scores, King Fahd University