AtD Cooperative Learning Initiative Student and Faculty Survey Results

Cooperative Learning Fall 2009 In the Fall of 2009 some faculty members taught one or more courses using cooperative learning. A survey of students was conducted in the fall of 2009. A survey of faculty was conducted in the spring of 2010.

Cooperative Learning Student Survey 82 students responded to the survey representing about 22% of the total number of students Survey instrument used a portion of the questions developed by the Johnson brothers. Roughly 380 students total 19 classes x 20 students per class

Cooperative Learning Student Survey 21 questions Scale 5 Completely true 4 True much of the time 3 Sometimes true and Sometimes False 2 False much of the time 1 Completely False Results are divided into three components Top nine responses Bottom nine responses Three items had low ratings but were positive

Cooperative Learning Student Survey 5 Completely true, 4 True much of the time, 3 Sometimes true and sometimes false, 2 False much of the time, 1 Completely false

Cooperative Learning Student Survey 5 Completely true, 4 True much of the time, 3 Sometimes true and sometimes false, 2 False much of the time, 1 Completely false

Cooperative Learning Student Survey Three questions require low ratings to be positive I would rather work on school work alone 2.83 I have a lot of questions that do not get answered in class – 2.06 Sometimes I think the scoring system in this class is not fair – 1.96 5 Completely true, 4 True much of the time, 3 Sometimes true and sometimes false, 2 False much of the time, 1 Completely false

Cooperative Learning Faculty Survey 19 surveys were returned Some instructors completed more than one survey because they taught different courses Survey instrument used a portion of the questions developed by the Johnson brothers.

Cooperative Learning Faculty Survey There were 47 questions divided into 15 sections. There was a sliding rating scale of 1 to 5 5 Almost always 3 Sometimes 1 Almost never Results were mixed with some of the responses very positive, some less than positive and some needing further attention

Cooperative Learning Faculty Survey General results 94.8% were very satisfied or satisfied with their cooperative learning experience. 55% of the instructors spent 52-75% of their class time on cooperative learning groups. The majority of the respondents used two to three students per group. Students were assigned randomly to groups with some faculty using the Lori Farr system. Faculty generally provided all students with materials.

Cooperative Learning Faculty Survey Top Ratings Students were told about how their work would be evaluated. 4.84 Students involved everyone in the discussion. 4.79 Students evaluated individually and as a group based on criteria. 4.47 Faculty consulted with students during the group discussions. 4.24 Students evaluated individually based on a set of criteria. 3.63 Each group member was required to meet their goal. 3.56 Students argued their point and changed their minds only on the basis of fact. 3.56 Students shared information and agreed on one answer quickly. 3.56 Bonus points were used when everyone succeeded in the group. 3.53 Students received feedback based on the teacher’s observations. 3.41 Tasks were assigned to each group. 3.41 5 Almost always, 3 Sometimes, 1 Almost never

Cooperative Learning Faculty Survey Two Areas in Which the Ratings Were Relatively Low How did you promote the mastery of interpersonal skills? The social skill was defined and practiced. Groups were observed and feedback given to them. 2.00 The social skill was defined, practiced and monitored. 2.56 How was group processing conducted in your classroom? My students discussed how well they worked with each other. 3.16 I had several structured ways for students to process in groups. 2.65 I structured the process as part of the lesson and had students turn in processing assignments with their other work. 2.63 5 Almost always, 3 Sometimes, 1 Almost never

Cooperative Learning Faculty Survey Four Areas in Which the Ratings Were Expected to be Low As an instructor, I assigned students of the same ability to a group. 1.88 As an instructor, I did not interfere with group work and worked quietly at my desk. 1.31 Norm-referenced evaluation system where individual students’ performance was compared to the performance of other students. 1.13 Students competed within the group to do the most work. 1.06 5 Almost always, 3 Sometimes, 1 Almost never

Cooperative Learning Summary Students were very positive about their cooperative learning experience, particularly with the opportunity to succeed if they did their best. Students may need a bit more prodding on understanding the importance of everyone in their group being familiar with the information. Faculty clearly wanted students to succeed in the group environment and identified ways to accomplish this success. Student development of social skills and group processing may need more attention by the faculty in the future.