1. Hypothesis: implementing project based collaborative group learning in the classroom is preferred by students as opposed to traditional instruction. In addition, it improves the social skills, relationships and class cohesion of students in the class by providing them with experiences that require the practice of communication, cooperation, collaboration, and compromise. 1 CBSE 7202NETLinda Savdie Fall 2013Research 2

2. Research Design  Pre-experimental design with one group that receives treatment and no control group.  One-group pretest - posttest design (OXO).  No random sampling.  The sample, (N = 22) third grade boys from a Brooklyn Yeshivah, have been given a survey (pretest- O) to fill out prior to the implementation of collaborative group projects (treatment – X). After the implementation of the group projects, students took the same survey to measure any changes (posttest- O). 2

3. Rationale for Research Design  Due to limitations in time and the length of the social studies units, only two tests could be administered with the treatment implemented after the first test.  Due to limitations in access to students, small size of the school, and the presence of gender separated classes, only one class could be utilized. This prevented the use of a larger sample and/or control group. 3

4. Internal Threats to Validity  History: It is likely that an event can occur that affects the results of the test due to the sample consisting of 22 boys who live in the same area, attend the same school and have known each other for a while.  Maturation: The sample consists entirely of young boys. Children change and mature more rapidly than adults and that can affect the results of the tests.  Pre-test sensitization: After administering a pretest, students will already be exposed to the content of the research. This may affect the results of the posttest.  Instrumentation: The validity of the survey created for this study is unknown.  Statistical regression of the mean: may affect the posttest if a student scores very high or very low on any of the scales. Statistically, that student will most likely retest at score that is closer than the mean. 4

5. External Threats to Validity  Selection–treatment interaction: because the sample consists of 22 students with virtually identical demographics, the generalizability of research is very limited.  Pretest treatment: The students may react differently to the treatment because of the pretest.  Novelty effect: the independent variable, cooperative group projects, is not something that is utilized often in this third grade classroom. 5

6. Proposed Data & Analysis Posttest Social Skills Compared to Pretest 6 Student Pre-test Social Skills Post- test Social Skills a3748 b1014 c2740 d3439 e2125 f1827 g2630 h1113 i1618 j2046 k3440 l3137 m4750 n1112 o1716 p3240 q2935 r3437 s3236 t2739 u2625 v3945 MEAN=26.3232.36 Comparing the pre-test and post-test scores of the proposed data shows that the intervention, project based collaborative group learning, had a positive effect on students’ social skill scores. Tables, graphs, and mean calculation done in Microsoft Excel.

7. Proposed Data & Analysis Posttest Preference for Group Work Compared to Pretest 7 Student Pre-test Preference for Group Work Post-test Preference for Group Work a1619 b68 c1415 d1013 e48 f46 g1419 h57 i44 j1215 k1114 l710 m1419 n46 o610 p 17 q46 r810 s911 t1014 u45 v48 MEAN=8.1811.09 Comparing the pre-test and post-test scores of the proposed data shows that the intervention, project based collaborative group learning, had a positive effect on students’ preference for group work. Tables, graphs, and mean calculation done in Microsoft Excel.

8. Proposed Data & Analysis Posttest Perceived Class Cohesion Compared to Pretest 8 Student Pre-test Class Cohesion Post-test Class Cohesion a3036 b1925 c3035 d30 e2028 f2529 g3638 h3040 i2625 j3739 k1825 l1820 m4041 n2025 o2027 p2834 q1620 r2839 s2228 t1632 u2430 v2336 MEAN =25.2731 Comparing the pre-test and post-test scores of the proposed data shows that the intervention, project based collaborative group learning, had a positive effect on students’ perceived class cohesion. Tables, graphs, and mean calculation done in Microsoft Excel.

9. Posttest Correlations Social Skills and Preference for Group Work 9 StudentSocial Skills Preference for Group Work a4819 b148 c4015 d3913 e258 f276 g3019 h137 i184 j4615 k4014 l3710 m5019 n126 o1610 p4017 q356 r3710 s3611 t3914 u255 v458 Correlation Coefficient: 0.6797 rxy It is proposed that there will be a strong positive correlation between the Post-test scores of Social Skills and Preference for Group Work. Tables, graphs and correlation calculation done using Microsoft Excel.

10. Posttest Correlations Social Skills and Survey Question “How many friends do you have in the class?” 10 Student Amount of Friends in ClassSocial Skills a548 b214 c340 d539 e425 f327 g530 h413 i318 j246 k340 l537 m350 n212 o216 p340 q335 r137 s436 t439 u325 v545 Correlation Coefficient: 0.3064 rxy It is proposed that there will be a fair positive correlation between the Post-test scores of Social Skills and students’ response to survey question “How many friends do you have in class?”. Tables, graphs and correlation calculation done using Microsoft Excel.