Date of Award
Spring 4-28-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Connie Sue Greiner, Ed.D.
Second Advisor
Yvonne McCastle, Ed.D.
Third Advisor
Ralph Spraker, Ph.D.
Abstract
This research study was conducted to determine whether cooperative learning increased the percentage of middle school inclusion students who performed at basic or proficient levels of mathematics test. A descriptive analysis was chosen to examine mathematics state test performance pre and post the implementation of cooperative learning in inclusive middle schools. Cooperative learning was initiated in the state in the 2011-2012 school year. The data on mathematics state test performance for the selected site were public records on the department of education website for 2009-2013. The results indicated that cooperative learning impacted disabled students' performance positively and to a greater extent than to non disabled students. It also implied that introducing it early sixth or seventh grade was more impactful than initiating it in eighth grade. There is also the likelihood of the effects of the implementation dip, where the year of implementation shows growth followed by a drop.