A Comparative Study on Student Performance Based on Teachers Collaborating Versus Teachers that do not at Select Middle Schools
Date
2017
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Abstract
The purpose of this study was to compare student achievement
when the students have teachers who collaborate versus students
who do not have teachers that collaborate. The sample consisted
of two separate seventh grade Social Studies classes at two
different middle schools. The first middle school Social
Studies class had 23 students. The second middle school had 22
students. The first school had teachers who collaborated
whereas the second middle school had teachers who did not
collaborate. The two classes were taught the same content for
the whole fall semester. Data were collected through a test
that was administered at the end of the semester. Data were
analyzed using independent t-test. The results indicated that
there was a significant difference between the mean score of the
students who were taught by the teachers who collaborated and
those who did not collaborate. (t(43)=-3.758, p<.001). However,
there was no significant difference between gender when taught
by collaborating teachers (t(18)=-.583, p>.567). The results
suggest that collaboration between teachers enhances student
performance.
Description
Master of Education (M.Ed.) Thesis
Keywords
Collaboration, Teaching, Student achievement, Master of Education (M.Ed.) Thesis