Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

Effects of two cooperative learning strategies on academic learning time, student performance, and social behavior of sixth -grade physical education students

Timothy Matthew Barrett, University of Nebraska - Lincoln

Abstract

The purpose of this investigation was to assess the effects of two cooperative learning strategies in physical education on academic learning time in physical education (ALT-PE), the percentage of correct trials, the total number of trials and correct trials, and social behavior. Specifically, two cooperative learning strategies, Performer and Coach Earn Rewards (PACER) and Jigsaw II-PE, respectively, were implemented in two sixth-grade physical education classes. Eight participants (two males and two females in each study) participated. Data for each study were collected for 18 days. An A-B-A-B withdrawal design was used in each study to assess the effects of PACER and Jigsaw II-PE, respectively. Interobserver agreement mean in PACER for trials was 91.4% (90.2–92.9%), ALT-PE was 90.7% (85.0–100%), for social behavior 82.4% (74.7–96.1%), and 98.2% (95.0–100%) for social duration. Interobserver agreement mean in Jigsaw 11-PE for trials was 92.6% (92.0–93.4%), ALT-PE was 93.4% (88.5–100%), for social behavior 90.0% (83.7–100%), and 97.5% (94–100%) for social duration. In each study, treatment integrity of the teacher was 100%. No functional relationship was found between the independent variable and ALT-PE, therefore neither PACER nor Jigsaw II-PE was more time consuming than traditional instruction. Thus time for student learning was not impeded. Functional relationships were demonstrated in both PACER and Jigsaw II-PE for the percentage of correct trials for all participants. PACER and Jigsaw II-PE each showed gender effects, in that low-skilled students performed as well as their average and high skilled counterparts. A functional relationship was found for the total number of trials and correct trials for Jigsaw II-PE, however not for PACER due to overlapping data points. A functional relationship was found for both PACER and Jigsaw II-PE with social duration, but not frequency of social interaction. This investigation provides the first functional assessment of two cooperative learning strategies designed for physical education. ^

Subject Area

Education, Physical|Education, Educational Psychology|Education, Teacher Training

Recommended Citation

Barrett, Timothy Matthew, "Effects of two cooperative learning strategies on academic learning time, student performance, and social behavior of sixth -grade physical education students" (2000). ETD collection for University of Nebraska - Lincoln. AAI9973585.
http://digitalcommons.unl.edu/dissertations/AAI9973585

Share

COinS