1. AtD Cooperative Learning Initiative Student and Faculty Survey Results

2. 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.

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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.

9. 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

10. 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.

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

12. 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
I structured the process as part of the lesson and had students turn in processing assignments with their other work
5 Almost always, 3 Sometimes, 1 Almost never

13. 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
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
5 Almost always, 3 Sometimes, 1 Almost never

14. 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.