Title

The Effects of Cooperative Learning On Reading Comprehension

Date of Award

1991

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Studies and Research

First Advisor

Hampton Wiliams

Advisor Department

Educational Studies and Research

Abstract

The purpose of this study was to examine the difference between the reading comprehension of students involved in cooperative learning strategies and those students not involved. Additionally, the study investigated the difference between the reading comprehension of boys and girls within both involvement and non-involvement groups. The rationale of this study was that the use of cooperative learning strategies could be used by teachers during reading instruction to improve students reading comprehension (Uttero, 1988). The findings of the study indicated that there was a significant difference in the reading comprehension of those students involved and those not involved in cooperative learning strategies. The results indicated that more students involved in the use of cooperative learning strategies demonstrated reading comprehension achievement gains than those students not using cooperative learning strategies. Other findings indicated that there was no significant difference between the reading comprehension of boys and girls in either group. Additionally, there was no significant difference between the reading comprehension of boys in the involvement and non-involvement groups. However, there was a significant difference between the reading comprehension of girls in the involvement group when compared to girls in the non-involvement group.