Effects of cooperative learning on student behavior, attendance, and cross-ethnic relationships

The purpose of this study was to analyze effects of cooperative learning on student behavior, attendance, and cross-ethnic relationships involving 163 ninth grade American History students and 153 tenth grade World History students. Independent variables consisted of Learning Together cooperative learning method and the traditional learning method. Three dependent variables were used: student behavior, attendance, and cross-ethnic relationships. Behavior was measured by disciplinary referrals; attendance was measured by absences. Cross-ethnic relationships were measured twice: (a) Classroom Life Measure instrument questions regarding cooperative leaning, class cohesion, and alienation, and (b) a sociometric questionnaire. Four multivariate analyses of variance were performed. Gender and race were analyzed to control possible effects. If a significant MANOVA F was obtained, a follow-up univariate analysis of variance on each dependent variable was conducted. Student behavior was not significantly affected by method in American History classes; findings were significant for method in World History classes. Attendance was not significantly affected by method in American History classes; however, an interaction effect did occur between gender x race in World History classes. Cross-ethnic relationships, as measured by two sociometric questions, were not significantly affected by method in American History classes. Question One findings were significant in all World History classes when controlling for gender. Males had more opposite race friends than females. Question Two findings were significant for method in World History classes; findings were also significant when controlling for gender. Males spent more time with opposite race friends after school or on weekends than females. Cross-ethnic relationships, as measured by cooperation on the Classroom Life Measure instrument, were significantly affected by method in American History classes. An interaction effect between gender and method also occurred. Findings were not significant for method in World History classes. Cross-ethnic relationships, as measured by class cohesion and alienation, were not significant for method in American History or World History classes. Implications of findings and recommendations are discussed.