Promoting study teams in high school algebra II classes as a means to improve student achievement.

摘要

This study examines how student achievement can be. unproved using study teams in high school algebra 19 classes. This eight week study tests two hypotheses: (a) students working in a team will improve their math achievement, and (b) this improvement will lead to better attitudes toward math. To test the hypotheses, three algebra II classes participated in a study in which two classes received explicit instructions as to how to act as a responsible study team member. Of these two classes, one received additional instructions for interacting outside the class. These two classes were compared to a control group that received no instructions. The achievement hypothesis was not supported by the results, but the math attitude hypothesis result was supported. The group that received instruction for cooperative interactions during class and outside the class had significantly higher math attitudes than the control group receiving no special instructions.