Abstract
Classes of undergraduate Hispanic students assigned to two professors were identified to determine the level of cooperative learning being implemented and to allow the professors to reflect on their experiences over a full semester. Pre-semester and post-semester surveys were completed by each of the undergraduate students. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to determine their experiences in: 1) individual learning, and 2) learning with a partner(s). Interviews of the professors are included. Results of the surveys were analyzed. Results are reported. The authors also share lessons learned.
Highlights
C ooperative learning requires much more than putting students in groups as many educators believe
I believe that cooperative learning increases student participation in learning activities
I believe that cooperative learning encourages and improves the performance of low ability students
Summary
C ooperative learning requires much more than putting students in groups as many educators believe. By giving undergraduate students the opportunity to work alone and in small groups this project increased their awareness concerning individual learning and working in small groups of two’s or three’s. The study produced challenges and learning opportunities for all the researchers and professors involved. The purpose of the research is to share with educators results regarding undergraduate Hispanic students and their experiences with cooperative learning. The convenient sample consisted of undergraduates enrolled in two different professors’ Fine Arts courses. Thirty-six students completed both pre- and post-surveys providing for a paired samples test for t. Participants were primarily first and second-generation immigrants from Mexico, South America, and Cuba and often the first in their family to attend college
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