This research entitled Effects of Cooperative Learning Intervention on
Mathematics Achievement Outcomes and Attitudes of Non-Science College Majors has
been conducted by Muhammad, Zita in partial fulfillment of the requirements for the Ph.
D. in Science/Mathematics Education conferred from Southern University and A & M
College in May 2010 under the advisement of Professor Moustapha Diack of the
Science/Mathematics Education Department.
Although studies conducted in K-12 level seem to show positive effects on
learning outcomes, the utility of cooperative learning as a teaching strategy in postsecondary
mathematics instruction has not been widely studied. This study examined the
implementation of cooperative learning groups; its’ effect on learning achievements and
attitudes in college mathematics; and the value of virtual online grouping coupled with
in-class grouping.
The study implemented a mixed methodology design that included quantitative
and qualitative instruments. A pilot study was conducted to evaluate a treatment group of
18 students and a control group of 22 students (N=40). The results of the pilot study
indicated improved mathematics achievement, attitudes toward mathematics changed,
and a foundation for conducting the research study. The research study sample of
seventy-two students was from four college mathematics classes. The treatment group
and control group consisted each of 36 students (N=72). Two instructors taught one class
as a control group with a traditional teaching method and the other class as a treatment
group with a cooperative learning teaching method. The research instruments used in this