The Role of Cooperative Learning in Increasing Problem-Solving Ability in a College Remedial Course

Abstract

This study was conducted in a college remedial mathematics course to determine whether a minimal level of teacher intervention could induce cooperative learning on the part of students and whether cooperative learning would help students increase their problem-solving skills in mathematics. The intact, four-credit semester course included high school algebra and geometry. Practical methods that induced cooperation, with only three direct teacher interventions during the semester, are described. Instruments for evaluation of achievement included multiple-choice skills tests and open-ended teacher-made tests. Students using cooperative learning performed as well as or better than the control on every measure. Outcome variables that showed significant differences in favor of cooperative learning were solving word problems in algebra and proof-writing in geometry. It was concluded that the resulting increase in students' problem-solving abilities justified use of the method.