The effect of cooperative learning on the attendance, discipline referrals, and attitudes of at-risk junior high school students

Abstract

This investigation examined the effects of the implementation of a staff development program in cooperative learning for the teachers of at-risk junior high school students. Specifically, it examined the effects on the students' attitudes towards themselves, toward school in general, toward their teachers, and toward their peers. It also examined the effect of this program on the reduction of discipline referrals for those students and the improvement of their attendance rates. An extensive staff development project was undertaken which involved initial training in addition to a support system for the teachers involved in the project. Subjects were 55 eighth graders and 67 seventh graders in a large East Texas school system. Significance was tested at the .10 alpha level. Data for the attitudes came from a survey, and data for attendance rates and discipline referrals came from school records. Results from analysis of the data using ANOVA procedures indicated that there were significant differences found in the discipline referrals, but no significant differences in the attendance rates, although the treatment group did show better attendance during the 1990-91 year. Results from analysis of the data from the attitude survey using i-tests indicated that there were no significant differences found between the groups.