Cooperative Learning In Higher Education: Comparison Of Hispanic And Non-Hispanic Graduate Student Reflections On Group Exams For Group Grades

Authors

Bobbette M. Morgan, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

2005

Abstract

The purpose of the study is to share reflections from 202 non-Hispanic graduate students and 65 Hispanic students who have participated in cooperative written examinations for group grades. Reflections are clustered by themes identified from the students’ comments using Van Manen’s hermeneutic phenomonological approach which is how the direct statements of individuals describe a common shared experience add to the affective understanding of the event. The experience is examined and defined through reflections of the participants. Students experience positive interdependence within a cooperative learning setting. Results of 202 non-Hispanic graduate students and 65 Hispanic graduate students are compared.

Comments

Original published version available at https://doi.org/10.19030/tlc.v2i8.1854

Recommended Citation

Morgan, B. M. (2005). Cooperative Learning In Higher Education: Comparison Of Hispanic And Non-Hispanic Graduate Student Reflections On Group Exams For Group Grades. Journal of College Teaching & Learning (TLC), 2(8). https://doi.org/10.19030/tlc.v2i8.1854

First Page

49

Last Page

58

Publication Title

Journal of College Teaching & Learning

DOI

10.19030/tlc.v2i8.1854