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effect of cooperative learning and academic teams on ninth grade student success in three selected East Texas high schools
The purpose of the study was to determine the effects of the
interventions of cooperative learning and academic teams on
the failure rates of students during their high school
careers at three selected East Texas AA and AAA High Schools.
Methods used to facilitate were a questionnaire survey and
naturalistic inquiry. A survey instrument administered to
ninth grade students in each school determined the level of
socialization and Positive Goal Interdependence in each
school. Personal interviews with currently enrolled
students, teachers, administrators, and counselors revealed
the effectiveness of the interventions of cooperative
learning and academic teaming. Further exploration of the
data attempts to explain the causation of the motives that
influence a student's failure to achieve in the early high
school years and the effects of the two interventions on
achievement and attitudes toward the need for education. In
the analysis of data from the survey and the personal
interviews, it was determined that cooperative learning in
combination with academic teams had a significant positive
effect on ninth grade student success. The data analysis
also revealed that prolonged utilization of cooperative
learning and academic teaming strategies or concepts
continued to have positive effects on student success.
Affirmative teacher attitudes were found to have a profound
positive influence on instructional success as well. The
research suggests that implementation of the two
interventions, cooperative learning and academic teaming,
will increase student success and classroom socialization.
Therefore, cooperative learning and academic teaming are an
important consideration for continued improvement in student
failure rates and reduction of drop out rates in secondary
public schools. In addition, the research suggests that
proper training and staff development activities are an
essential to the success of either cooperative learning or
academic teaming. The research further presents evidence
that administrators should provide continuous high quality
training and reinforcement for the stakeholders involved in
"Major subject: Educational Administration".
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