Using Cooperative Learning to Enhance Performance in General

Abstract

This paper describes a successful application of mandatory collaborative learning to a General Chemistry course for students with poor academic preparation. The paper describes the characteristics of the students, the nature of the course, and methodology of the collaborative learning. All learning teams had 4 to 6 members, met outside of class, and worked on both normal homework problems and critical thinking assignments. The paper also describes both qualitative and quantitative evaluation of the project. Student performance in this course exceeded that of better prepared students in a typical General Chemistry course at the same campus during the same semester. One factor which seems linked to student success is that collaborative learning in this course increased the time on task (study-time) of the students involved as well as the effectiveness of that study time.