Effects of cooperative learning intervention on mathematics achievement outcomes and attitudes of non-science college majors

Although studies conducted in K-12 level seem to show positive effects on learning outcomes, the utility of cooperative learning as a teaching strategy in post-secondary mathematics instruction has not been widely studied. This study examined the implementation of cooperative learning groups; its' effect on learning achievements and attitudes in college mathematics; and the value of virtual online grouping coupled with in-class grouping.;The study implemented a mixed methodology design that included quantitative and qualitative instruments. A pilot study was conducted to evaluate a treatment group of 18 students and a control group of 22 students (N=40). The results of the pilot study indicated improved mathematics achievement, attitudes toward mathematics changed, and a foundation for conducting the research study. The research study sample of seventy-two students was from four college mathematics classes. The treatment group and control group consisted each of 36 students (N=72). Two instructors taught one class as a control group with a traditional teaching method and the other class as a treatment group with a cooperative learning teaching method. The research instruments used in this study were: pre-/post-test mathematics attitude survey; pre-/post-mathematics achievement test; cooperative grouping observation form; cooperative learning group tracking form; cooperative grouping virtual learning environment survey; and student/teacher interview questions.;The pre- and post-test mathematics attitude survey rating means and responses were compared. The scores of the mathematics attitude survey and mathematics achievement test were analyzed with a multivariate analysis of covariance (MANCOVA). The results indicated that there was a statistically significant relationship between mathematics achievement and cooperative learning. A statistically significant relationship exists between the mathematics attitude and the cooperative learning of non-science college majors. The students' mathematics achievement and attitudes toward mathematics improved as a result of cooperative grouping. The students believed the virtual learning environment was useful in online communication as an extension of the in-class grouping.;Further research was suggested in the implementation of cooperative learning methods into higher level mathematics courses. Additionally, further studies are suggested to examine the long-term impact of cooperative grouping on motivation, retention, teacher education programs, and health science majors.