Cooperative learning in the tutorials of a large lecture physics class

Abstract

The introduction of in-class cooperative learning to a two semester large lecture college physics sequence was evaluated using both qualitative and quantitative measuremets. The first semester of the sequence was taught using traditional formats for lectures, tutorials and laboratories. A group of six students with apparent weaknesses in their academic backgrounds (from a class size of 200) was examined closely through weekly group meetings, journal writing and formal interviews. After several weeks, the group meetings became cooperative learning sessions, and the meetings appear to have helped the students to achieve at a higher level than expected. In addition, a classroom environment survey was administered during the first semester. During the second semester, in-class cooperative learning was implemented in tutorials. Student reaction to the new tutorial format, as measured by the survey, was positive. Field notes taken during the tutorials in the second semester revealed additional positive aspects of this reform. Many of the data support the hypothesis that in-class cooperative learning addressed student concerns about the learning environment and was perceived as an effective reform by most students.