Effects of Cooperative Learning on Achievement and Attitude Among Students of Color

By Winston Vaughan. 2002

138 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/55895954f998ac0e729f66cccc5ff1271a882dac

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Dat Tran
2. Ramon Lewis
3. Van-Dat Tran
4. Fariha Gull
5. Shumaila Shehzad
6. Fikri Akdeniz
7. Micheal. M. van Wyk
8. Kamuran Tarım

In Education

1. Dat Tran
2. Ramon Lewis
3. Van-Dat Tran
4. Fariha Gull
5. Shumaila Shehzad
6. Maria Paulina Estorninho Neves da Mata
7. Fikri Akdeniz
8. F. Peixoto

In General Agricultural and Biological Sciences

1. Fariha Gull
2. Shumaila Shehzad
3. Fikri Akdeniz
4. Dat Tran
5. Ramon Lewis
6. Van-Dat Tran
7. Micheal. M. van Wyk
8. Kamuran Tarım

Citations in the corpus

• Co-operative learning: what makes group-work work? (2010, unknown): “Numerous studies of STAD have found positive effects of the programme on traditional learning outcomes in mathematics, language arts, science, and other subjects (Slavin, 1995; Mevarech, 1985, 1991; Slavin and Karweit, 1984; Barbato, 2000; Reid, 1992).”
• Effects of Cooperative Learning on Students at An Giang University in Vietnam. (2012, result): “These findings clearly support several previous studies which show that CL groups result in positive relationships among participants (Vaughan, 2002; Johnson & Johnson, 2005), and enhance learning skills and self-esteem (Lampe, Rooze & Tallent-Runnels, 1996; Johnson, 2009; Bertucci et al., 2010).”
• Effects of Cooperative Learning on Students' Academic Achievement (2015, result): “Similar results have been reported by Vaughan 2002, Jacobs et al. 2003 and van Wyk 2010”
• The effects of cooperative learning on Turkish elementary students’ mathematics achievement and attitude towards mathematics using TAI and STAD methods (2008, background): “In the literature, it can be seen that cooperative learning methods have been reported positively in terms of attitudes regarding mathematics (Slavin and Karweit 1985; Bono 1991; Whicker et al. 1997; Vaughan 2002).”
• The Effects of Jigsaw Learning on Students' Attitudes in a Vietnamese Higher Education Classroom. (2012, background): “These results are consistent with student responses to cooperative learning reported by other researchers (Mulryan, 1994; Nattiv; 1994, Whicker & Nunnery, 1997; Vaughan, 2002; Sahin, 2010; Le, 2010; Thanh-Pham, 2011).”
• Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors (2012, background): “Maat and Zakaria and Vaughan [22, 23] identified a significant relationship between learning environment and attitude towards mathematics.”
• The Effects of the STAD-Cooperative Learning Method on Student Achievement, Attitude and Motivation in Economics Education (2012, methodology): “Research studies in the use of STAD as a teaching technique have been applied with great success in various research projects (Slavin 1987; Vaughan 2002; Jacobs et al. 2003; van Wyk 2010).”