The Benefits of Cooperative Learning in the Sciences
Natalie Morrissey, Patrick Anstett, Yian Khai Lau
SC 297C, Spring 2015
The Pennsylvania State University
What is cooperative learning?
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.
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.
2.
3.
4.
5.
Positive interdependence
Individual accountability
Face-to-face interaction
Interpersonal skills
Group processing
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.
Figure 1: Organic Chemistry Passing Rate of CSU
Source of Variation
Cooperative group
Mean
89.91
Individualistic group
79.75
P
7.8x10
Cooperative Learning Strategies in a General Chemistry Laboratory
-6
Table 1: Analysis of Chemistry Final Laboratory
Report Scores, King Fahd University
Source of Variation
Cooperative group
Individualistic group
Mean
84.9
78.1
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.
P
0.001
Table 2: Analysis of Chemistry Final Examination
Scores, King Fahd University
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).
References
Acknowledgments
Paulson, D.; Journal of Chemical Education, 1999, 76, 1136-1140.
Saleh, T.; The Journal of Effective Teaching, 2011, 11, 19-27.
Special thanks extended to Dr. Bortiatynski and Jenay Robert for their
assistance in this project and the Learning Assistant Program .