Thesis (Ed. D.)--University of Hawaii at Manoa, 1994. / Includes bibliographical references (leaves 359-372). / Microfiche. / xii, 372 leaves, bound 29 cm

The purpose of this study was to investigate the effect of the levels of group cooperation on students' achievement during a series of physical science laboratory activities. Six intact seventh grade physical science classes taught by two teachers, with each teacher instructing three classes, were selected from two middle schools. For each teacher, one of the classes was taught with a traditional approach (no cooperative goal structure). The other two classes were assigned to a cooperative goal structure (role assignment and non-role assignment). For the role-assignment class, each student was assigned a specific role, but students in both traditional and non-role assignment classes were not assigned roles. The Classroom Observation Instrument in Science Laboratory Activity (COISLA), which includes investigative skills (i.e., managing, manipulating, observing, reading, writing, and reporting); social skills (i.e., discussing, encouraging) and non-learning behaviors (i.e., waiting, off-task), was used to measure the levels of group cooperation. The grades on lab reports and lab quizzes of students who were taught by the same teacher were compared to assess the effects of the different learning conditions. No significant differences on the students' final achievement were found with respect to the three instructional approaches followed by each teacher. The teacher effect was more significant than either instructional approach on managing, manipulating, observing, reading, and writing behaviors. No significant teacher effect was found for the other behaviors. Only one treatment effect was significant, writing behavior. Overall, the teacher effect was more influential than instructional approach on students' behaviors. In teacher A's classes, reading behavior predicted 21% of students' achievement. However, no significant correlations existed between the ten collaborative behaviors and students' achievement in teacher B's classes. / Graduation date: 1992

Thesis (MEd) -- University of South Australia, 1994

Thesis (doctoral)--Universität, Bern. / Includes bibliographical references (p. 291-305).

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 240-251).

Thesis (Ph.D.)--Edith Cowan University, 2007. / Submitted to the Faculty of Regional Professional Studies. Includes bibliographical references.

Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Special Education Centre, 2006. / Bibliography: leaves 458-476.

Thesis (MSc. (R)) - University of Glasgow, 2007. / MSc. (R) thesis submitted to the Department of Computing Science, Faculty of Information and Mathematical Sciences, University of Glasgow, 2007. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 208-218).

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.