Undergraduate Hispanic Student Response To Cooperative Learning

Authors

Bobbette M. Morgan, The University of Texas Rio Grande Valley
Graciela P. Rosenberg
Lori Wells, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

6-2010

Abstract

Three classes of undergraduate Hispanic students assigned to an ESL professor and a teaching assistant were selected to experience cooperative learning over a full semester. Pre-semester surveys were completed by 80 undergraduate students. Post-semester surveys were completed by 66 undergraduate students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of a base group. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a partner.

Recommended Citation

Morgan, B. M., Rosenberg, G. P., & Wells, L. (2010). Undergraduate Hispanic Student Response To Cooperative Learning. College Teaching Methods & Styles Journal (CTMS), 6(1), 7-12. https://doi.org/10.19030/ctms.v6i1.5515

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Publication Title

College Teaching Methods & Styles Journal

DOI

10.19030/ctms.v6i1.5515