Cooperative learning, science achievement, retention, student attributions and interaction in cooperative learning groups

ABSTRACT The purpose of the present research is to investigate effects of cooperative learning and tradational teaching methods on science achievement, retention and student attributions, and relationships between student attributions and interaction patterns in cooperative groups. Pretest-posttest research desing with control group was implemented in the research. Subjects are eighth graders of two classes taught by the same teacher and within the same school to grevent inferences from socio-economic level and teacher effect. Data was gathered by achivement test, Scale of Success/ Failure Attributions and in-depth interview records. Mean, standart deviation and t-test were employed in analysis of quantitative data whereas interview records were analysed after coded by two coders. Findings indicate that cooperative learning is more effective on science achievement and retention than tradational teaching methods. Cooperative learning has a positive impact on failure attributions of students. !V