The purpose of this study is to explore the effects of different-sex and same-sex cooperative learning groups on the achievement of fourth grade students. The subjects for this study are nineteen fourth grade students in a regular education classroom in a southern New Jersey elementary school. The students worked in cooperative learning groups during science period. The academic performance of the same-sex cooperative learning groups and the different-sex cooperative learning groups was assessed through student artifacts/work, anecdotal notes/observations, teacher research journal, and a student end-of-study questionnaire. A qualitative approach was used to analyze the data, which revealed that students in the same-sex cooperative learning groups most often achieved more than the students in the different-sex cooperative learning groups. The influence of gender, monitoring of cooperative learning groups, and student and teacher training are some implications that emerged from my study.
","abstract_html":"<p>The purpose of this study is to explore the effects of different-sex and same-sex cooperative learning groups on the achievement of fourth grade students. The subjects for this study are nineteen fourth grade students in a regular education classroom in a southern New Jersey elementary school. The students worked in cooperative learning groups during science period. The academic performance of the same-sex cooperative learning groups and the different-sex cooperative learning groups was assessed through student artifacts/work, anecdotal notes/observations, teacher research journal, and a student end-of-study questionnaire. A qualitative approach was used to analyze the data, which revealed that students in the same-sex cooperative learning groups most often achieved more than the students in the different-sex cooperative learning groups. The influence of gender, monitoring of cooperative learning groups, and student and teacher training are some implications that emerged from my study.</p>","abstract_has_math":false,"creators":["Olshefski, Jennifer L."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Madden, Marjorie E."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-06-30T07:00:00Z","date_published":"2004-06-30T07:00:00Z","updated_at":"2026-07-24T04:14:04Z","subjects":["Coeducation; Fourth grade (Education); Group work in education; Science--Study and teaching (Elementary)","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1208","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madden, Marjorie E."]},{"key":"dc:creator","label":"Author","values":["Olshefski, Jennifer L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-26T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Coeducation; Fourth grade (Education); Group work in education; Science--Study and teaching (Elementary)","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1208"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to explore the effects of different-sex and same-sex cooperative learning groups on the achievement of fourth grade students. The subjects for this study are nineteen fourth grade students in a regular education classroom in a southern New Jersey elementary school. The students worked in cooperative learning groups during science period. The academic performance of the same-sex cooperative learning groups and the different-sex cooperative learning groups was assessed through student artifacts/work, anecdotal notes/observations, teacher research journal, and a student end-of-study questionnaire. A qualitative approach was used to analyze the data, which revealed that students in the same-sex cooperative learning groups most often achieved more than the students in the different-sex cooperative learning groups. The influence of gender, monitoring of cooperative learning groups, and student and teacher training are some implications that emerged from my study.
"]},{"key":"dc:title","label":"Title","values":["The effect of different-sex and same-sex cooperative learning groups on achievement"]}]}],"canonical_facts":{"dc:contributor":["Madden, Marjorie E."],"dc:creator":["Olshefski, Jennifer L."],"dc:date.available":["2016-04-26T07:00:00Z"],"dc:description.abstract":["The purpose of this study is to explore the effects of different-sex and same-sex cooperative learning groups on the achievement of fourth grade students. The subjects for this study are nineteen fourth grade students in a regular education classroom in a southern New Jersey elementary school. The students worked in cooperative learning groups during science period. The academic performance of the same-sex cooperative learning groups and the different-sex cooperative learning groups was assessed through student artifacts/work, anecdotal notes/observations, teacher research journal, and a student end-of-study questionnaire. A qualitative approach was used to analyze the data, which revealed that students in the same-sex cooperative learning groups most often achieved more than the students in the different-sex cooperative learning groups. The influence of gender, monitoring of cooperative learning groups, and student and teacher training are some implications that emerged from my study.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1208"],"dc:subject":["Coeducation; Fourth grade (Education); Group work in education; Science--Study and teaching (Elementary)","Elementary Education and Teaching"],"dc:title":["The effect of different-sex and same-sex cooperative learning groups on achievement"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:14:04Z"}