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Research Topic: Cooperative Learning and Student Achievement

Introduction: This proposal focuses on the question “How has cooperative learning affected student

achievement among Saudi Arabian students at Clark Atlanta University, Atlanta, Georgia, in the last two years? There has been a growing realization that schools should not just educate students to become academically successful but should also socialize them to become productive citizens. In this regard, many different approaches have been suggested to achieve desirable student achievement, such as curriculum development. Even though curriculum development contributes to student success, curriculum development alone cannot facilitate student success without a learning environment where teachers can strategically apply appropriate learning styles for desirable student achievement (Ebrahim, 2012).

Cooperative learning styles (CLS) have been found to be more effective in fostering desirable student achievement. Cooperative learning styles (CLS) are distinguished from other teaching strategies in providing the classroom environment in which meaningful social and academic skills are the central focus (Altun, 2015; Slavin, 1990). Scholars have conceptualized cooperative learning as a method that motivates students to work together in a small group where students complete in-class and out-class assignments, help each other learn course material, share ideas about social and academic life, and assess their collaborative skills, ultimately reaching common academic and social goals (Acikgoz, 2002; Altun, 2015; Johnson & Johnson, 1999; Slavin, 1990). Each member reaches his/her goals only if the other members reach their own learning goals (Deutsch, 1962). The proposed study will use this conceptualization to operationalize cooperative learning with the following 9-point Likert scale agreement level statements: (i) I have worked together with other students to complete in-class and out-class assignments in the last two years, (ii) I have worked together in the last two years with other students in groups where we helped each other learn course material, (iii) I have shared ideas with students with whom I have worked together in the last two years, and (iv) I have assessed team work skills with students I have worked with in the last two years. The responses to the four statements will be used to measure or indicate the existence or nonexistence of cooperative learning among Saudi Arabian students at Clark Atlanta University, Atlanta, Georgia.

Student achievement is conceptualized as test scores and GPA, as well as lesson absorption (Altun, 2015; Genc & Sahin, 2015; Hossain & Tarmizi, 2012). This proposal borrows this conceptualization to operationalize student achievement with the following 9-point Likert scale agreement level statements: (i) My GPA has improved in the last two years as a result of working with other students to complete assignments, (ii) My test scores have improved in the last two years as a result of working with other students to complete assignments, (iii) Learning in groups with other students has improved my performance in research papers and short essay exams, (iv) In the last two years, my learning of course material has improved with working with other students, and (v) In the last two years, I have absorbed course material more easily while learning in small groups with other students. The responses to the four statements will be used to measure or indicate the existence or nonexistence of student achievement among Saudi Arabian students at Clark Atlanta University, Atlanta, Georgia.

Scholarship has debated the impact of cooperative learning on student achievement. Some researchers argue that cooperative learning does not impact student achievement. Those studies claim that student achievement depends largely on personal diligence, but such studies are a minority (Herrmann, 2013). On the other hand, several studies have shown the importance of cooperative learning on student achievement (Altun, 2015; Herrmann, 2013). One of such studies is recent research by Altun, S. (2015) that finds a positive relationship between

Comment [WU1]: Background Information provided

Comment [WU2]: Explained the conceptualization, operationalization, and measurement of the dependent and independent variables in the research question. Clear on the peer-reviewed journal articles from which the conceptualization, operationalization, and measurement came from.

Research Topic: Cooperative Learning and Student Achievement

cooperative learning and student achievement after conducting several tests and statistical analysis on a private middle school in Istanbul, Turkey. The sample was about 20 people (7 girls and 13 boys), and the average age of students were about 12 years. Empirically, the twentieth century was considered the actual beginning of cooperative learning in Western countries (Deutsch, 1962). Specifically in the 1980s and 1990s, the benefits became more obvious because cooperative learning was considered a good alternative to traditional education methods. In addition, students who experienced cooperative learning showed desirable academic and social achievements (Johnson & Johnson, 1999; Slavin, 1990).

The importance of this type of learning offers the motivation for this research proposal. The proposed study will seek to examine how cooperative learning has affected student

achievement among Saudi Arabian students at Clark Atlanta University, Atlanta, Georgia, in the last two years. There is no doubt the research question is clear, focused, precise, and specific for the following reasons. First, the research question has an independent variable, cooperative learning, and a dependent variable, student achievement, both of which were together used to search and select relevant peer-reviewed journal articles on the relationship between cooperative learning and student achievement. Second, the research question focuses on Saudi Arabian students at Clark Atlanta University as the particular category of people for the proposed study. Third, the last two years and Clark Atlanta University, Atlanta, Georgia are, respectively, the specific time frame and the specific location for the proposed research. Fourth, the research question suggests the following four hypotheses: (a) the more students work together to complete in-class and out-class assignments, the better they perform on tests and absorb lessons, (b) the more students help one another learn course material in small groups, the better they perform on tests and absorb lessons, (c) the more students share ideas with one another in small groups, the better they perform on tests and absorb lessons, and (d) the more students assess their team work skills, the better they perform on tests and absorb lessons. Finally, the research question focuses on the relationship between cooperative learning and student achievement, in addition to the strengths and weaknesses of the statistical relationship between the two variables in the context of relevant peer-reviewed journal articles and the case of Saudi Arabian students at Clark Atlanta University.

In reinforcing existing research, the proposed study will seek to clarify that cooperative learning tends to have a positive impact on student achievement in high-level learning environments. The contribution of the proposal finds relevance in its use of Saudi Arabian students at Clark Atlanta University as a unique case study that has not been explored in scientific scholarship. As mentioned above, the proposed study will argue that cooperative learning increases student achievement among Saudi Arabian students at Clark Atlanta University. In addition, the proposed study will hypothesize the existence of a strong and direct correlation between cooperative learning and student achievement, hence the following hypotheses:

Null hypothesis Ho: There is no statistically significant relationship between cooperative learning and student achievement among Saudi Arabian students at Clark Atlanta University in the last two years. Alternate hypothesis Ha: There is a statistically significant relationship between cooperative learning and student achievement among Saudi Arabian students at Clark Atlanta University in the last two years.

Comment [WU3]: Discussed the relationship between the dependent and independent variables in the research question, as debated or contested in relevant peer-reviewed journal articles

Comment [WU4]: Identified a clear, focused, and precise research question

Comment [WU5]: Discussed why the research question is clear, focused, and precise

Comment [WU6]: Discussed the position you took on the relationship between the dependent and independent variables in your research question

Comment [WU7]: Discussed the specific new contribution your proposal will make to existing knowledge: That contribution may be, for example, a specific relationship between a specific dependent variable and a specific independent variable that existing studies have not convincingly examined or the use of new cases to examine the validity of a specific claim in existing studies, or the use of a different research method to examine a specific studied relationship, etc

Comment [WU8]: a.State the null hypothesis and the research hypothesis related to your research question

•Let the hypotheses reflect the position you took in (d) above on the relationship between the dependent and independent variables in your research question. •Be clear if you are re-testing another author’s hypotheses.

Research Topic: Cooperative Learning and Student Achievement

Literature Review:

There have been numerous studies conducted to conceptualize, operationalize and measure the nature and extent of relationship between cooperative learning and student achievement. Most of these studies have conceptualized cooperative learning as a method that motivates students to work together in a small group where students complete in-class and out-class assignments, help each other learn course material, share ideas about social and academic life, and assess their collaborative skills, ultimately reaching common academic and social goals (Altun, 2015; Johnson & Johnson, 1999; Slavin, 1990). Student achievement is conceptualized as test scores and GPA, as well as lesson absorption (Altun, 2015; Genc & Sahin, 2015; Hossain & Tarmizi, 2012). The proposed study will use the above conceptualization of cooperative learning and student achievement.

Contention exists on the impact of cooperative learning on student achievement. Some researchers argue that cooperative learning does not impact student achievement. Those studies claim that student achievement depends largely on personal diligence, but such studies are a minority (Herrmann, 2013). On the other hand, several studies have shown the positive impact of cooperative learning on student achievement Acikgoz, 2002; Altun, 2015; Herrmann, 2013; Johnson & Johnson, 1999; Slavin, 1990). One of such studies is recent research by Altun, S. (2015) that shows that cooperative learning has a positive effect on student achievement, but the impact is weak in its contribution to the development of social and personal skills. In addition, there is a study by Khan & Ahmad (2014) that finds that cooperative learning improves student achievement in reading and writing, especially in the English Language. Teaching reading skills in English is a difficult task for teachers in Pakistan. Nevertheless, students learn the English Language much easier through cooperative learning.

Cooperative learning allows students more freedom among peers than with teachers. Also, according to Hossain & Tarmizi (2012), cooperative learning helps improve female student performance in some of the material and allows this student category to share experiences and ideas among themselves. In addition, a new study by Capar & Tarim (2015) suggests that cooperative learning is much better than traditional methods, especially in the field of science and mathematics. The relationship between cooperative learning and student achievement among Saudi Arabian students at Clark Atlanta University is anticipated to be similar.

In general, majority of the literature conclude that cooperative learning has a positive impact on student achievement. So there is agreement about the positive impact of cooperative learning on student achievement, but there is a question over how deep and strong the effect is. So some studies conclude that the effect of cooperative learning is strong on some aspects of student achievement while weak on other aspects. To this end, we will discuss the relationship between cooperative learning and student achievement as follows.

There are certain principles and requirements for the implementation of cooperative learning to get a positive relationship with student achievement. These are positive interdependence, individual accountability, face-to-face interaction, social skills and evaluation of group processing. Altun (2015) argues that to ensure a positive relationship between cooperative learning and student achievement, certain principles must be in place. First,

Comment [WU9]: Addressed conceptualization the independent variable, as discussed in the relevant peer-reviewed journal articles.

Comment [WU10]: Addressed conceptualization the independent variable, as discussed in the relevant peer-reviewed journal articles.

Comment [WU11]: Addressed the debate about the relationship between the dependent and independent variables

Research Topic: Cooperative Learning and Student Achievement

students have to work as one team. In addition, students need social skills. Second, students must share ideas with each other. Third, it is necessary to evaluate the performance of the individual and the group to see how success cooperative learning affects student achievement.

In addition, Hossain & Tarmizi (2012) and Johnson and Johnson (1994) argue that five elements are essential for successful implementation of cooperative learning in mathematics classrooms. First, positive interdependence - all members in a group cannot succeed unless everyone succeeds. Second, individual accountability - everyone is responsible for sharing his/ her part in the group. Third, face-to-face promotive interaction - group members should play their role by praising, supporting, and encouraging each other to reach a common goal. Fourth, interpersonal and small-group skills - group members should be aware of decision-making skills, group management, and trust building in case of any conflict for the benefit of greater success. Lastly but not the least, group processing - group members should know supportive action. Every group member should acknowledge each.

Similarly, Khan & Ahmad (2014) argue that the positive relationship lies in students working together as one team. In addition, students must engage in social activities to increase personal and social development. Also, cooperative learning increases the chances of assimilation among students. Moreover, there is a study by Genc & Ahin (2015) that claims, “In cooperative learning students are assigned to small groups to complete a task, solve a problem, analyze a scenario, complete a project, or take a test. Thus, a student has success on his/her learning goals if and only if the rest of members of the group have success as well.” Each member is responsible for the outcome of the shared goal. Putting groups together in a room does not mean cooperative learning is taking place. Cooperative learning becomes beneficial to students where students can find a sharing environment. All of the above supports the importance of cooperative learning on student achievement.

Below are ways in which different studies have conceptualized, operationalized and measured the independent variable (cooperative learning), the dependent variable (student achievement), and the control variables in this proposal. In addition, cooperative learning is intended to measure eagerness to learn more. There is a study by Ebrahim (2012), “CLS place more emphasis on the students and their learning than on teacher and teaching performance. Problem-solving methods and working in small groups appear to promote a sense of individual responsibility and a love of challenge in the student, thereby increasing motivation for learning. If students are highly motivated to learn, their level of achievement will also be high. Azizah & Poh (2000) suggest that cooperative learning can inculcate values such as independence and love. This is what appears to have happened in the studied cooperative learning groups ( page 308)”. In addition, there is a study by, Simsek, Yilar, & Kucuk (2013) that argues that cooperative learning increases self-confidence, which in turn helps facilitate learning and understanding. In addition, cooperative learning has a positive effect on increasing knowledge and academic achievement. These researchers used cooperative learning for first-graders (107 students) from two classes to measure reading, writing and extent of absorption of social psychology lesson. The first class was 52 students and was selected as the investigation group. The second class was 55 students and was selected as the reading-writing-presenting group. The result was positive for the reading and writing presenting group than for the investigation group. In addition, there is a study by Orprayoon (2014) on a group of students who registered in a French literature course. The results were increasing student achievement. Also, cooperative learning increased the speed of students learning. In addition, the cooperative learning helps students acquire teamwork skills. The common measures of cooperative learning in these

Comment [WU12]: Addressed conceptualization the independent variable, as discussed in the relevant peer-reviewed journal articles.

Research Topic: Cooperative Learning and Student Achievement

studies include working together with other students to complete in-class and out-class assignments, helping each other learn course material in small groups, sharing ideas with others in small groups, and assessing team work skills in small groups.

Most of the studies measure student achievement through test scores and the extent of absorption of the lessons. In a study by Ebrahim (2012), 163 students from fifth grade in Kuwait were studied for the influence of cooperative learning. After testing and statistical analysis, Ebrahim found that a strong positive relationship exists between student learning and academic achievement. In another study by Hossain & Tarmizi (2012), level of intelligence differs between genders. There was a study conducted in 4 different high school students in Bangladesh. The study was conducted in one academic session for the duration of 15 weeks. The sample was about 168 students, focusing on cooperative learning in mathematics. The first group had 44 females and 40 males with cooperative learning and the second group had 41 females and 43 males without cooperative learning. The results showed that there was a clear rise in the rate of achievement for first group and grade rate of female students than second group. In addition, a similar study was conducted in Malaysia and the result was also positive between cooperative learning and student achievement.

Moreover, there is a study by Vega & Hederich (2015) on a group of fourth grade students to test academic achievement in the subject of mathematics and language achievement. They compared traditional learning and cooperative learning by testing students before cooperative learning and after cooperative learning. The result was increasing student achievement after the application of cooperative learning, rather than individual and competitiveness methodologies. In addition, there were studies done in science and physics classes by Genc & Sahin (2015), focusing on genetics and cloning lessons with a sample of 74 students from the 8th grade in a primary school. The results of the study had a strong positive relationship between cooperative learning and student understanding. So the difficult subjects that are taught by cooperative learning play a positive result on student understanding. In addition, the cooperative learning helps to improve student GPA.

Akcay & Doymus (2014) focuses on student understanding in physics and find that cooperative learning is much better than traditional methods. So they found a positive result between cooperative learning and student understanding of physics lessons. Cooperative learning is better than traditional teaching methods since cooperative learning increases student achievement compared with traditional teaching methods. In addition, cooperative learning increases success, understanding and perception rates for students. In addition, Demirci (2010) finds that “there is a significant difference in the mean value of the difference between pre- and post-test grades when comparing groups taught a science lesson using either cooperative learning or a conventional learning approach. The cooperative learning approach is more efficient than the conventional approach. The pupils taught with a cooperative learning approach developed positive attitudes about the science lesson. As a result, the application of cooperative learning affected achievement and attitude. According to the results of this study, if the cooperative learning approach is used in the teaching of science in seven grade classes, it can increase pupil success and improve attitude (page 46 and 47)”.

To avoid omitted variable bias, the proposed study will use some control variables as independent variables other than the main independent variable that are believed to have an impact on the dependent variables. Many studies that attempt to test the relationship between cooperative learning and student achievement used control variables. Control variables vary from study to study. Some studies suggest the following as control variables: instructor support,

Comment [WU13]: Addressed conceptualization, operationalization, and measurement of the independent variable, as discussed in relevant peer-reviewed journal articles.

Comment [WU14]: Addressed operationalization and measurement of the dependent variable, as discussed in relevant peer- reviewed journal articles.

Comment [WU15]: Addressed operationalization and measurement of the dependent variable, as discussed in relevant peer- reviewed journal articles.

Research Topic: Cooperative Learning and Student Achievement

nationality, age, past test scores, self-preparation, socioeconomic and physical conditions (including physical exercise, parent support), and gender. For example, there is a new study by Capar, & Tarim (2015) in which the control variable was extent of accomplishment. However, most studies used age as a control variable. (McCallum, Schultz, Sellke, & Spartz, 2015; Altun, 2015; Smisek, Yilar, & Kuck, 2013)

Based on the above review of literature, the independent variable, the dependent variable, and the control variables for this study would be measured as follows: We will measure the independent variable (cooperative learning) through the answers to survey statements, such as (i) I have worked together with other students to complete in-class and out-class assignments in the last two years, (ii) I have worked together in the last two years with other students in groups where we helped each other learn course material, (iii) I have shared ideas with students with whom I have worked together in the last two years, and (iv) I have assessed team work skills with students I have worked with in the last two years. Student achievement (the dependent variable) will be measured through the answers to survey statements, such as (i) My GPA has improved in the last two years as a result of working with other students to complete assignments, (ii) My test scores have improved in the last two years as a result of working with other students to complete assignments, (iii) Learning in groups with other students has improved my performance in research papers and short essay exams, (iv) In the last two years, my learning of course material has improved with working with other students, and (v) In the last two years, I have absorbed course material more easily while learning in small groups with other students.

Control variables in the study are instructor support, age, region, self-preparation, physical exercise, parent financial support, and gender. Age will be measured in year. Each respondent will be asked to indicate his/her gender and Saudi Arabian region. Instructor support, self-preparation, physical exercise, and parent financial support will be measured respectively with the following statements: (i) My instructors answering my questions during their office hours has improved my test scores in the last two years, (ii) Learning by myself has improved my test scores in the last two years, (iii) Physical exercise has improved my test scores in the last two years, and (iv) Financial support from my parents has helped me develop social and personal skills in the last two years. Some studies suggest age, test scores, and gender as control variables.

As discussed above, some studies suggest the existence of side effects of cooperative learning on student achievement. However, the majority of the studies emphasize the importance of cooperative learning on student achievement. This supports the four hypotheses put forward for this research proposal, which assumes a positive relationship between cooperative learning (independent variable) and student achievement (dependent variable): (a) the more students work together to complete in-class and out-class assignments, the better they perform on tests and absorb lessons, (b) the more students help one another learn course material in small groups, the better they perform on tests and absorb lessons, (c) the more students share ideas with one another in small groups, the better they perform on tests and absorb lessons, and (d) the more students assess their team work skills, the better they perform on tests and absorb lessons. Consequently, the relationship between the independent and dependent in the proposed study is anticipated to be positive and statistically significant. The contribution of the proposal finds relevance in its use of Saudi Arabian students at Clark Atlanta University as a unique case study that has not been explored in scientific scholarship.

Comment [WU16]: Addressed possible control variables identified in relevant peer-reviewed journal articles.

Comment [WU17]: The specific control variables whose impact on the dependent variable you are proposing to examine.

Comment [WU18]: Addressed the conceptualization, operationalization, and measurement of the dependent, independent, and control variables borrowed or adapted from relevant peer-review journal articles.

Comment [WU19]: Discussed the link between relevant peer-reviewed journal articles and your hypotheses.

Comment [WU20]: The specific new contribution of your research proposal to existing knowledge (you may use information in (g) above.

Research Topic: Cooperative Learning and Student Achievement

Research Methods: The proposed study will use heterogeneous purposive sampling, a non-probability

sampling method. The sample will would consist of 30 Saudi bachelor students and 30 Saudi graduate students. Female and male Saudi students at Clark Atlanta University are almost of the same size. The rationale for using heterogeneous purposive sampling turns upon the need to focus only on Saudi students at Clark Atlanta University, the need for equal representation of gender in the sample, and the need to determine the impact of gender as a control variable on student achievement. As a result, one half will be female and the other half will be male in each of the two groups in the sample. Rather than random selection, the researcher’s contact will be the primary recruitment method. The selected students will be interviewed with a survey instrument that the researcher will directly administer on each respondent.

To earn the trust of the participants and ensure that they provide credible responses, the researcher will make it clear that the collected data will be used for research purposes. By so doing, the information offered by the respondents will be protected from potential leakages. Besides, any bias from the side of the respondents will be eradicated by the aforementioned. In addition, the participants' information will be saved secretly in a locked box to which only the researcher can gain access. The respondents will be assured that the researcher will bear full responsibility for diversion or misuse of the participants' information.

Methods of quantitative and qualitative data analysis will be used for processing the collected data. In the survey for the proposed study, 9-point Likert scale agreement level statements will be used to collect quantitative data. The 9-point Likert scale agreement level statements will be coded using 1 for the lowest level of agreement (strongly disagree) and 9 for the highest level of agreement (strongly agree). SPSS will be used to perform one regression model and one Chi-Square model in order to determine the impact of cooperative learning on student achievement among Saudi students. T-Tests will be performed in SPSS to determine how gender and education level affect student achievement. In analyzing the qualitative data to be collected, the researcher will use open coding, axial coding, and selective coding based on theoretical conjectures in relevant literature. Specifically, the indicators or measures of cooperative learning, student achievement, and the control variables in this proposal will serve as axial codes.

Validity may be a major challenge for the proposed study, especially, conclusion validity, internal validity, content validity, construct validity, and eternal validity. Conclusion validity exists when the independent variable (cooperative learning: the cause) is related to or correlated with the dependent variable (student achievement: the effect). Internal validity is about whether causality exists to enable the claim that cooperative learning (the independent variable) causes or affects or influences student achievement (the dependent variable). Content validity focuses on the extent to which survey Items/questions for cooperative learning, student achievement, and the chosen control variables represent or cover the content areas (or the domains) of each variable. Two approaches to ensuring content validity can be taken. Expert judgement in existing studies can be the basis of claiming content validity. Another approach to confirming content validity involves asking a group of experts on the variables to judge if the different aspects of each variable are all the content areas of the variable. Construct validity is the extent to which our survey statements actually measure our independent variable (cooperative learning) and our dependent variable (student achievement). External validity has to do with the extent to which we can generalize our findings about the relationship between cooperative learning and student achievement among Saudi students at Clark Atlanta University

Comment [WU21]: Described the sampling method(s) you will use to select two groups of 30 research subjects.

Comment [WU22]: Clearly described the rationale for the sampling method(s).

Comment [WU23]: Discussed how you will protect the research subjects and how you will keep the information from the research subjects confidential.

Comment [WU24]: Described how you will analyze the collected data

Research Topic: Cooperative Learning and Student Achievement

to Saudi and non-Saudi students within and without Clark Atlanta University. In ensuring conclusion validity, the proposed study will use SPSS to calculate the

correlation coefficient for the independent variable (cooperative learning) and the dependent variable (student achievement). If the correlation coefficient is less or more than zero (0), conclusion validity will be claimed to exist in the proposed study. Regression and Chi-Square models will be performed in the proposed study to determine internal validity. The proposed study will be considered to have met internal validity if Regression and Chi-Square models show that the relationship between cooperative learning and student achievement is statistically significant at the risk level of 5%. The proposed study will also assess both conclusion validity and internal validity with framework analysis. Framework analysis is an approach to qualitative data analysis where existing studies serve as sources of axial codes, such as the content areas of cooperative learning and student achievement serving as the measures/indicators of the two variables in this proposal. If framework analysis proves causality between cooperative learning and student achievement, the proposed study will be considered to have simultaneously met both conclusion validity and internal validity

Even though the proposed study will use Likert scale agreement level statements to measure cooperative learning, the studies reviewed in this proposal agree that cooperative learning has four content areas: (i) students working together to complete in-class and out-class assignments, (ii) students helping one another learn course material in small groups, (iii) students sharing ideas with one another in small groups, and (iv) students assessing their team work skills. Since the four content areas are the measures of cooperatives learning in the proposed study, content validity can be claimed to have be met for cooperative learning. However, content validity cannot be claimed for student achievement in that existing studies show that student achievement has three content areas: test scores, lesson absorption, and social skill development. But social skill development will not be used as a measure in the proposed study in that it is difficult to determine all the relevant social skills, making the lack of content validity a threat to the proposed study with respective to student achievement. In addition, a group of experts on cooperative learning and student achievement will be assembled and asked to judge if the different aspects of variable in this proposal are all the content areas of the variable. If the experts believe that test scores and lesson absorption are enough as the content areas of student achievement, for example, the second approach will have helped ensured content validity for student achievement, even though the proposed study will not use social skill development as a content area of student achievement.

In determining construct validity, a pilot study will be conducted on 10 non-Saudi students at Clark Atlanta University to assess if the measures of cooperative learning and student achievement in Table 1 are their respective actual measures. The 9-point Likert scale in Table 1 suggests a score of 1 as the lowest level for both student achievement and cooperative learning and a score of 9 as the highest level for both student achievement and cooperative learning. For a statement in Table 1 to be an actual measure of cooperative learning, for example, the response pattern associated with the statement must follow the response progression/regression on the 9-point Likert scale (1 to 9). The same must hold for the statements about student achievement, implying that respondent score on the cooperative learning 9-point Likert scale is positively related to respondent score on the student achievement 9-point Likert scale. As can be been seen from Table 1 for both student achievement and cooperative learning, the percentage of the respondents that selected a cell after the cell for “Strongly Disagree” for each statement on the 9-point scale is greater than the percentage of respondents that selected every

Research Topic: Cooperative Learning and Student Achievement

other preceding cell. If this pattern of response progression/regression characterizes the statements in Table 1 for both cooperative learning and student achievement in the proposed pilot study, it can be concluded that construct validity is satisfied given that the respective statements for the two variables can be claimed to be their respective actual measures. If one statement for cooperative learning or student achievement or for both variables diverges from the progression pattern of the scale and every other statement, the inconsistent statement(s) will not allow for construct validity. A negative statement will also be included in the pilot study for each 9-Likert scale statement, indicating that an agreement response to a statement means a disagreement response to the negation of the statement. As shown in Table 2, a Likert scale statement that gets an agreement response and whose negation gets a disagreement response will be logically considered to be an actual measure of the variable it represents. The inconsistent statement(s) may be excluded from the survey to claim construct validity. But if we do not want to sacrifice content validity for construct validity, we may revise and retest the inconsistent statement(s) in another pilot study of the same respondents and thereby determine instrument reliability.

If the proposed study finds that cooperative learning causes student achievement, limited external validity can be claimed in the context of most existing studies that have established that cooperative learning causes student achievement among students of different nationalities. On the other hand, if the proposed study finds that cooperative learning does not cause student achievement among Saudi students at Clark Atlanta University, the proposed study will be treated as an exceptional case that, according to Babbie (2013), does not disapprove the overall causal pattern in most existing studies (page 95) that cooperative learning causes student achievement.

Comment [WU25]: Discussed conclusion validity, internal validity, content validity, construct validity, and eternal validity

Research Topic: Cooperative Learning and Student Achievement

Table 1

Possible Pilot Survey Average Results with the score of each response option in () and with % of respondents in the each cell

Please circle the most appropriate number of each statement that corresponds most closely to your desired response Strongly

Disagree (1)

Disagree

(2)

Moderately Disagree

(3)

Mildly Disagree

(4)

Undecided

(5)

Mildly Agree

(6)

Moderately Agree

(7)

Agree

(8)

Strongly Agree

(9) Student Achievement (Dependent Variable)

My GPA has improved in the last two years as a result of working with other students to complete assignments

3% 4% 5% 6% 8% 12% 16% 21% 30%

My test scores have improved in the last two years as a result of working with other students to complete assignments

2% 4% 6% 8% 11% 13% 15% 17% 24%

Learning in groups with other students has improved my performance in research papers and short essay exams

2% 6% 7% 9% 10% 12% 17% 18% 19%

In the last two years, my learning of course material has improved with working with other students

3% 4% 5% 6% 8% 12% 16% 21% 30%

In the last two years, I have absorbed course material more easily while learning in small groups with other students

2% 6% 7% 9% 10% 12% 17% 18% 19%

Cooperative Learning

(Independent Variable)

I have worked together with other students to complete in-class and out-class assignments in the last two years

2% 6% 7% 9% 10% 12% 17% 18% 19%

In the last two years, I have worked in groups where we helped each other learn course material

3% 4% 5% 6% 10% 12% 18% 21% 26%

I have shared ideas with students with whom I have worked together in the last two years

3% 4% 5% 6% 8% 12% 16% 21% 30%

I have assessed team work skills with students I have worked with in the last two years

3% 4% 5% 6% 9% 13% 16% 20% 29%

Strongly disagree (1) means the lowest level of cooperative learning and the lowest level of cooperative learning Strongly agree (1) means the highest level of cooperative learning and the highest level of cooperative learning

Research Topic: Cooperative Learning and Student Achievement

Table 2 Possible Pilot Survey Average Results

Please circle the most appropriate number of each statement that corresponds most closely to your desired response Strongly

Disagree (1)

Disagree

(2)

Moderately Disagree

(3)

Mildly Disagree

(4)

Undecided

(5)

Mildly Agree

(6)

Moderately Agree

(7)

Agree

(8)

Strongly Agree

(9) Student Achievement (Dependent Variable)

My GPA has improved in the last two years as a result of working with other students to complete assignments

My test scores have improved in the last two years as a result of working with other students to complete assignments

Learning in groups with other students has improved my performance in research papers and short essay exams

In the last two years, my learning of course material has improved with working with other students

In the last two years, I have absorbed course material more easily while learning in small groups with other students

My GPA has not improved in the last two years as a result of working with other students to complete assignments

My test scores have not improved in the last two years as a result of working with other students to complete assignments

Learning in groups with other students has not improved my performance in research papers and short essay exams

In the last two years, my learning of course material has not improved with working with other students

In the last two years, I have not absorbed course material more easily while learning in small groups with other students

Cooperative Learning

(Independent Variable)

I have worked together with other students to complete in-class and out-class assignments in the last two years

In the last two years, I have worked in groups where we helped each other learn course material

I have shared ideas with students with whom I have worked together in the last two years

I have assessed team work skills with students I have worked with in the last two years

I have not worked together with other students to complete in-class

Research Topic: Cooperative Learning and Student Achievement

and out-class assignments in the last two years In the last two years, I have not worked in groups where we helped each other learn course material

I have not shared ideas with students with whom I have worked together in the last two years

I have not assessed team work skills with students I have worked with in the last two years

Conclusion:

In conclusion, due to the importance of cooperative learning as one of the modern methods of learning, it is expected that the findings of the proposed study will be a reference for those who want to improve student achievement. The proposed study anticipates the following findings: (i) the more students work together to complete in-class and out-class assignments, the better they perform on tests and absorb lessons, (ii) the more students help one another learn course material in small groups, the better they perform on tests and absorb lessons, (iii) the more students share ideas with one another in small groups, the better they perform on tests and absorb lessons, and (iv) the more students assess their team work skills, the better they perform on tests and absorb lessons. These findings imply that the proposed study will discover a relationship between cooperative learning and student achievement, which is supported by most studies. In addition, the success of cooperative learning depends largely on use of diverse cooperative learning methods that strategically take advantage of diverse forms of learning motivation and culture among students.

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Comment [WU26]: (1)Identified and (2) Discussed three anticipated findings of your research proposal

Comment [WU27]: Explained two implications of the three anticipated findings.

Research Topic: Cooperative Learning and Student Achievement

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