Evaluating the Cooperative Component in Cooperative Learning: A Quasi-Experimental Study

Tisha L. N. Emerson, Linda K. English and KimMarie McGoldrick

The Journal of Economic Education, 2015, vol. 46, issue 1, 1-13

Abstract: In this study, the authors employed a quasi-experimental research design to examine the efficacy of a cooperative learning pedagogy (i.e., think-pair-share exercises) integrated into sections of microeconomic principles. Materials, exercises, and assessment instruments for all study sections are identical except for the nature of the problem-solving process used for in-class practice problems. The results suggest that the treatment group of students engaging in think-pair-share problem-solving exercises performed no better on the Test of Understanding in College Economics (Saunders 1991) or overall course scores than students in a control group engaging in independent, in-class, problem solving. Similarly, no differences on measures of student interest, attitudes toward the subject, or other perceptions of the course or instructor emerge between the treatment and control groups.

Date: 2015
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DOI: 10.1080/00220485.2014.978923

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