Sentence examples for cooperative sections from inspiring English sources

In our cooperative sections, group work was always followed by instructor-facilitated explanation.

Conversely, Armstrong et al. (2007) found that differences in achievement were not significant between traditional lecture and cooperative learning treatments; however, students in the cooperative sections did have greater improvement in achievement over the course of the semester compared with those in the control group.

Students in the cooperative section included more correct concepts in their answers than did students in the individual section.

This resulted in sample sizes of 92 students in the cooperative section and 95 students in the individual section.

For this analysis, the sample sizes were 86 students in the cooperative section and 92 students in the individual section.

There were six concepts that students in the cooperative section included significantly more frequently than did students in the individual section.

The sample sizes for this analysis and all exam analyses are 102 students in the cooperative section and 98 in the individual section.

In each of those 17 cases, the cooperative section showed a significantly higher percentage of students including that item in their essay answer than did the individual section.

Four concepts showed significant differences between sections, with students in the cooperative section being more likely to describe the production of carbon dioxide by cellular respiration and to explicitly state that the carbon for photosynthesis comes from the atmosphere and enters a plant through stomata and that the eventual fate of energy in ecosystems is to be lost as heat.

The fact that there were no differences seen in multiple-choice performance makes this trend stronger, as it (along with the use of key concepts pretest scores as covariates in all analyses) weakens any argument that students in the cooperative section were simply better students.

The more complete answers written by students in the cooperative section suggest that it is not just the activity itself that improves learning but that peer interactions play a crucial role in promoting students' understanding or at least students' ability to explain their understanding.