| The purpose of this study was to investigate the extent to which involvement in cooperative learning is related to student achievement and attitude in community college freshman English classes. The study focused on the use of a selected cooperative learning strategy, Student Teams-Achievement Divisions, an instructional method designed and developed by Robert Slavin and his colleagues at The Johns Hopkins University. While research on cooperative learning instruction has long found increases in student achievement and positive outcomes with regard to intergroup relations and student self-esteem, the development and refinement of this instructional strategy has significantly evolved over the last two decades (Slavin, 1990). Educational progress indicators have linked the desired outcomes of improved student achievement, attitudes, and aspirations to the need for quality curriculum, teaching, and instructional processes at all levels of education (Odden, 1990), but the literature on cooperative learning revealed that a research base delineating the systematic use of cooperative learning strategies at the community college level is lacking. The need to extend the efforts of Slavin at the community college level of instruction led to two research questions and one hypothesis focusing on the relationship of Student Teams-Achievement Divisions and student achievement and attitude in community college freshman English classes.; This twelve week study used a quasi-experimental design and a sample of 132 community college students and their eight instructors (on six campuses) in an urban, metropolitan area in Texas. Two sets of freshman English classes were involved, first and second semester freshman classes, with four teachers trained and using the cooperative learning strategy and four teachers not trained and primarily using a presentational mode of instruction.; An Analysis of Covariance was conducted on the data collected on ASSET tests which measured achievement in writing concepts and skills. A secondary, post hoc analysis was conducted on data regarding student attitude about cooperative learning. The findings indicate that there was a statistically significant difference in achievement between students who were involved and students who were not involved in the selected cooperative, team learning strategy in the acquisition and development of writing concepts and skills (p {dollar}<{dollar}.0001). A post hoc analysis of student attitude toward cooperative learning instruction indicated a positive direction.; This study also suggests, with respect to instructors and students alike, that with an organizational change in the design and delivery of the curriculum and with a minimum of teacher training in cooperative learning theory and practice, specific cooperative team learning instruction can make a significant difference in the achievement and attitude of community college freshman English students. |
