The Effects of Cooperative Learning in a Second-Semester University Computer Science Course.

This study compared the content comprehension and logical reasoning ability in two groups of second-semester university computer science students. The control group (n=25) received instruction in a traditional lecture/discussion learning environment three days a week for nine weeks. The treatment group (n=24) met in a cooperative learning environment for the same number of hours as the control group. Each group was given a pretest and posttest to measure levels of content comprehension and logical reasoning ability. No statistically significant differences were found with regard to content comprehension or logical reasoning ability; however, the experimental (cooperative) learning group did have a significantly higher attendance rate. In addition, other qualitative differences support many previous findings on cooperative learning environments. Contains 21 references. (Author)