Effects on test scores resulting from cooperative learning in a medical assisting program

The purpose of this study was to evaluate the effectiveness of the implementation of cooperative lamming in a medical assisting program at the community college level. To accomplish this, medical assisting majors enrolled in pathophysiology were divided into two groups, control and experimental. The control group was taught the course content of pathophysiology by the traditional lecture method. The experimental group was exposed to the same course content through cooperative learning techniques. Each group received the same examination tool after the completion of a unit of study. Nine examinations were administered during the course.;The sample population consisted of 10 students in the control group and 10 students in the experimental group. These groups were randomly selected through a registration computer program. The sample was heterogeneous. The only commonality of the group was the requirement of high school diploma or GED, ACT score of 17 or higher and basic reading and science skills as assessed by the ASSET test.;The conclusion of the study indicated there was no significant difference in the test scores among the control and experimental group. All 20 students passed the class with a 77% or higher. The examination means were identical at 84 for unit four and 86 for unit seven. The remaining seven examinations were within two points of each other. The cooperative group learners verbally expressed to the instructor a more satisfactory classroom experience and a greater ease of learning.