Date of Award/Publication

4-2010

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

First Supervisor

Diane Barrett

Second Supervisor

Bernard Ricca

Abstract

The research studied how assigning roles to individuals within groups during cooperative learning activities could improve the overall learning. It followed four classes of middle school science students during the learning of the topics density and pH through group learning activities. The research measured how assigning roles would affect the amount of time spent on task within groups, the amount of time when all students within the group were participating, and the group grades. The research concluded that assigning roles to students in groups reduced the amount of time students might get off task and increased the amount of participation within the groups. The result for group grades was not as definite and therefore might require further research in comparing the achievement in groups with and without roles.

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