Abstract
This report discusses the retention and performance of three sections of general chemistry that utilized different levels of cooperative learning and enhanced communication. The structured cooperative section (S-coop) required that students belonged to study groups, had group homework and group quizzes and had course credit driven electronic mail. The unstructured cooperative section (U-coop) encouraged students to form optional informal groups and provided for optional enhanced communication by paper mail. The control section used a standard lecture format without any cooperative learning or enhanced communication options. The student retention (C or better) was S-coop 85 %, U-coop 76 %, and Control 59 % (all differences were statistically significant). On the final exam the percent correct for common questions was S-coop 58%, U-coop 60%, and Control 55%. Adjusted for the difference in retention there was no significant difference between the two cooperative sections. The results of the Student Instructi...
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