A Comparative Study on Student Performance Based on Teachers Collaborating Versus Teachers that do not at Select Middle Schools
| dc.contributor.author | VanHoy, Megan | |
| dc.date.accessioned | 2018-05-09T12:51:50Z | |
| dc.date.available | 2018-05-09T12:51:50Z | |
| dc.date.issued | 2017 | |
| dc.description | Master of Education (M.Ed.) Thesis | |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11558/3498 | |
| dc.language.iso | en_US | en_US |
| dc.subject | Collaboration | en_US |
| dc.subject | Teaching | en_US |
| dc.subject | Student achievement | en_US |
| dc.subject | Master of Education (M.Ed.) Thesis | |
| dc.title | A Comparative Study on Student Performance Based on Teachers Collaborating Versus Teachers that do not at Select Middle Schools | en_US |
| dc.type | Thesis | en_US |
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