Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Noel Gray
Committee Member
Maryellen Maher
Keywords
academic achievement, achievement gap, Black students, classroom engagement, cooperative learning, cooperative learning activities, cooperative learning groups, cooperative learning strategies, cultural experiences, fifth grade, marking period grades, mathematics, metacognitive knowledge, Northwest Evaluation Association Examination, peer collaboration, peer engagement, social engagement, student achievement, student performance, urban minority, White students
Abstract
This applied dissertation was designed to investigate the effectiveness of cooperative learning groups in reducing the academic achievement gap between the Black and White students in fifth grade mathematics. Particularly, the goal of the dissertation was to illustrate the effectiveness of cooperative learning groups in improving the achievement levels of all fifth grade students in mathematics.
The writer addressed the achievement gap in fifth grade mathematics by (a) providing instructional approaches that fostered meta-cognitive knowledge with the use of cooperative learning groups; (b) providing students with cultural experiences in mathematics using cooperative learning strategies; and (c) providing students with cooperative learning activities that fostered peer engagement.
The results of the study illustrated that cooperative learning strategies increased student achievement holistically. Moreover, using cooperative learning tools within the fifth grade classroom during mathematics improved the academic and social engagements between Black and White students. While cooperative learning strategies did improve peer collaboration, improved Northwest Evaluation Association Examination scores, and marking period grades, it did not lead to an elimination of the academic achievement gap between Black and White fifth grade students.