Abstract
Five classes of Art Appreciation first semester undergraduate Hispanic students assigned to one professor were selected to experience cooperative learning over a full semester. Pre-semester surveys and post-semester surveys were completed by 104 Hispanic freshmen college students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of base groups of two. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the first time college freshmen to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a partner.
Highlights
T he purpose of the study is to report results regarding first semester Hispanic students and their experiences with cooperative learning
The pre- and post-semester survey results were summarized for all questions
The results of this study add to the body of knowledge about use of cooperative learning strategies with Hispanic freshmen college students
Summary
T he purpose of the study is to report results regarding first semester Hispanic students and their experiences with cooperative learning. Adult learners are more likely to participate in learning when they are “members of a community” (LeNoue, Hall & Eighmy, 2011). The convenient sample consisted of undergraduates enrolled in five sections of Art Appreciation, a required course for freshmen. All sections were taught by the same professor. One hundred and four students completed both pre- and post- surveys. Participants were primarily first and second-generation immigrants from Mexico, South America, and
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