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Effects Of Cooperative Learning Versus Direct Instruction And Independent Practice In A First Grade Mathematics Classroom, Andrea Wieringa

Master of Education Program Theses

This study investigated the effectiveness of cooperative learning versus direct instruction and individual practice in a first grade classroom when learning concepts about time. One classroom of 21 was divided into groups of three and worked and learned in cooperative groups. The other class of 21 was taught using direct instruction, and students completed assignments independently. An analysis of the post-test suggested that the cooperative group scored higher than the direct instruction group, although only two of the five sections of the test were significantly higher.