Effects of Classroom Management of Cooperative Learning on Student Engagement in High School Mathematics Classrooms

• In Event: Poster Session 8
  In Poster Session: Teachers in Action: Lessons Learned From Compelling STEM Educational Practices

Abstract

Classroom management often becomes a barrier to the implementation of cooperative learning and other active learning. Using a mixed methods design, five high school mathematics classrooms were observed, and 134 students surveyed and interviewed, to determine whether classroom management of cooperative learning in high school mathematics classrooms affected student on-/off-task engagement and whether these students confirmed observers’ reports of on-/off-task behavior. Findings from this case study indicated: (1) observed student off-task behaviors during cooperative learning increased from observation 1 to 2 and, with instructional coaching, decreased from observation 2 to 3; (2) the optimal engaged time for cooperative learning is approximately 12-15 minutes; and (3) the student survey and interviews, together with post-observational written reflections, confirmed the observation data.

Authors

• Monica H. Kendall, Houston Independent School District

• Jerome Freiberg, University of Houston