The effects of cooperative learning incorporated with challenge education on social skill development and self-concept

Cardinal Scholar

Show simple item record

dc.contributor.advisor Gridley, Betty E. en_US
dc.contributor.author Miller, Theresa Carol Goetz en_US
dc.date.accessioned 2011-06-03T19:29:05Z
dc.date.available 2011-06-03T19:29:05Z
dc.date.created 1993 en_US
dc.date.issued 1993
dc.identifier LD2489.Z68 1993 .M5 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/178614
dc.description.abstract This study examined the effects of cooperative learning combined with the philosophy of Challenged education on social skill and self concept development. The participants were sixth grade students from two different classrooms in a rural midwestern school district. One class was the control and the other the experimental group.During a nine week intervention the experimental group was involved with cooperative learning/Challenge Education while the control group maintained their usual schedule that did not include cooperative learning/Challenge Education. Previous to and following the intervention, the students' social skills were rated by themselves, their teachers, and their parents. In addition, the students rated their own academic and nonacademic self concepts. Measurement tools used were standardized assessment instruments.Two separate multivariate analysis of variance were computed: one for social skills and one for self concept. Following the social skills MANOVA simple interaction effects analyses were calculated followed by simple effects analysis. The results of the MANOVA revealed a significant interaction between time of testing and treatment when examining social skills. Significant interactions were found for parent ratings and teacher ratings. The students' ratings did not reveal a significant interaction. The simple effects analyses for teacher reports revealed the teachers' ratings of students' social skills differed on the pretest; however, the posttest did not reveal a significant difference between group's social skills. No effect were found on the self-concept scale. It was concluded that the intervention may not have produced the desired effects because students had attained only the awareness level of development according to the challenge education model. Therefore, further research using awareness as the outcome seems warranted. en_US
dc.description.sponsorship Department of Educational Psychology
dc.format.extent viii, 129 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Group work in education. en_US
dc.subject.lcsh Self-perception in children. en_US
dc.subject.lcsh Interaction analysis in education. en_US
dc.subject.lcsh Social skills in children. en_US
dc.title The effects of cooperative learning incorporated with challenge education on social skill development and self-concept en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/862277 en_US


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

  • Doctoral Dissertations [3090]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


Browse

My Account