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Describing the Relationship Between Cooperative Learning Techniques Used and Student Cognitive Processing Capability During College Class Sessions

Jagger, Carla Beth
http://rave.ohiolink.edu/etdc/view?acc_num=osu1275413092

Abstract Details

2010, Master of Science, Ohio State University, Agricultural and Extension Education.
The purpose of this study was to describe the frequency use of cooperative learning techniques by students enrolled in a university, methods of teaching in non-formal environments course. In addition, the researcher sought to describe student cognitive processing capability when answering higher or lower cognitive level questions during a ten-week university course. Students (N=14) enrolled in a ten-week university, methods of teaching in non-formal environments, course were the convenient population for the study. The researchers randomly assigned each student into one of two groups prior to the first class session; the groups were labeled lower cognitive and higher cognitive. Each group received a closing reflection at the end of each class session. A bonus question was added to each closing reflection; the lower cognitive group received a closing reflection with a lower cognitive level bonus question, while the higher cognitive group received a higher cognitive level bonus question. The researchers also demonstrated the use of cooperative learning techniques in three lectures during the course. Four instruments were used to describe student use of cooperative learning techniques, and student cognitive processing capabilities on the assignments. Results were that five of the students used cooperative learning techniques in their microteaching lessons, using a total of three techniques (timed-pair share, jot-thoughts, and window-paning), 12 times throughout their lessons. The majority (n=4) of the students who implemented cooperative learning techniques scored in the top 50% on the cognitively weighted final examination. Student answers in the lower cognitive group were assessed as right or wrong; on average, students answered ten questions correctly, three questions wrong, and had one missing closing reflection. The higher cognitive questions were assessed using a critical thinking rubric. None of the students scored higher than the lowest level of critical thinking as assessed by the rubric. Students in the higher cognitive group had a mean score of 18.9 on the critical thinking rubric, with a total range of 18 to 28. On the final examination, each student was given a weighted score based on the level of cognition for each question asked. The cognitively weighted score of the final examination was 57.8; student scores ranged from 47.1 to 55.6 with a mean of 52.72. No significant relationship was found between the students’ cognitive level of competency on the final examination and their processing capabilities when responding to lower and higher cognitive questions. A negligible relationship was found between observed student use of cooperative learning techniques and their cognitive processing capability on the final examination.
M. Susie Whittington (Advisor)
Larry Miller (Committee Member)
Agricultural Education; Curricula; Education; Higher Education; Secondary Education; Teacher Education
Cognition; Cooperative Learning; Critical Thinking; Agricultural Education; Methods of teaching; Higher cognitive questioning; Bloom's Taxonomy

Recommended Citations

Citations

  • Jagger, C. B. (2010). Describing the Relationship Between Cooperative Learning Techniques Used and Student Cognitive Processing Capability During College Class Sessions [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275413092

    APA Style (7th edition)

  • Jagger, Carla. Describing the Relationship Between Cooperative Learning Techniques Used and Student Cognitive Processing Capability During College Class Sessions. 2010. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1275413092.

    MLA Style (8th edition)

  • Jagger, Carla. "Describing the Relationship Between Cooperative Learning Techniques Used and Student Cognitive Processing Capability During College Class Sessions." Master's thesis, Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275413092

    Chicago Manual of Style (17th edition)

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This open access ETD is published by The Ohio State University and OhioLINK.