The Effects of Cooperative Learning on Self-Perceived, Classroom Group Acceptance by Students in a Juvenile Correctional Facility

Author

Lisa R. Dyson, Longwood University

Date of Award

4-22-1993

Degree Type

Thesis

Degree Name

Master of Science

Department

Liberal Studies

First Advisor

Patricia R. Whitfield, Ph.D.

Second Advisor

Terry L. Overton, Ed.D.

Third Advisor

Steven E. Blankenship, M.S.

Abstract

A group of 53 juveniles in a correctional facility were studied to find the effects of cooperative learning on self-percieved classroom group acceptance. A quasi­-experimental, test, re-test design was utilized. students were asked to fill out a survey, before and after treatment reflecting upon the ease with which the students shared opinions with other members of the class. The students in the experimental group, where cooperative learning was implemented for four weeks, rated their comfort levels significantly higher than those students in the control condition. The findings show that cooperative learning, when used with incarcerated youth, does have a positive effect. These students, according to the surveys , are more comfortable with classroom communication. This high degree of comfort might result in students participating in a wider spectrum of classroom activities, allowing teachers to be more creative when making plans for the classroom.

Recommended Citation

Dyson, Lisa R., "The Effects of Cooperative Learning on Self-Perceived, Classroom Group Acceptance by Students in a Juvenile Correctional Facility" (1993). Theses & Honors Papers. 312.
https://digitalcommons.longwood.edu/etd/312