Cooperative Learning and Statistics Instruction

Abstract

This study examined the relative effects of cooperative vs. lecture methods of instruction. Two sections of an undergraduate statistics course were studied. Test scores were dependent variables. Students in one section were randomly assigned to cooperative groups. Students in both sections completed assignments and practice problems ‐‐ in the cooperative class in groups during class, and in the lecture class individually, outside of class. Students in the cooperative learning class achieved higher test scores. Implications of the study and resulting questions are discussed.