Date

5-2009

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Scott B. Watson

Primary Subject Area

Education, Curriculum and Instruction; Education, Higher; Education, Teacher Training

Keywords

College and University Classroom Environment Inventory, cooperative learning, critical thinking, learning environment, preservice teacher, Watson-Glaser Critical Thinking Appraisal, Form-S

Abstract

This study analyzed the effects of cooperative learning techniques versus lecture techniques on the following aspects of a higher education classroom: (a) the perception of a student's learning environment and (b) a student's critical thinking skills. Preservice teachers at a small Midwest college completed the College and University Classroom Environment Inventory (CUCEI) and the Watson-Glaser Critical Thinking Appraisal, Form-S (WGCTA-FS). Results revealed significantly higher means in the cooperative learning group in four of the eight constructs within the CUCEI. Results within the WGCTA-FS disclosed no significant differences between the means of the two groups. The outcomes of this study suggest that cooperative learning techniques have merit and profit in the undergraduate classroom. Suggestions for further research were also included.