The purpose of this research was to determine the effect of cooperative learning and traditional instruction on the spelling test performance of twenty-six third grade students from a southern New Jersey school district. It was hypothesized that students who were taught using cooperative learning strategies during spelling instruction would score significantly higher on their weekly spelling post-tests than students who were taught using traditional spelling instruction.
A one group, pretest/posttest, pre-experimental design was utilized to determine whether students who are randomly grouped in cooperative learning pairs will have higher achievement levels in spelling than students who are taught using traditional instruction. T-tests were utilized to analyze if there was a significant difference in the spelling posttest performance of students after cooperative learning and traditional instruction. Statistical analysis of the t-values was determined based upon a .05 significance level. Contrary to findings of numerous studies, results of this study revealed that there was not a significant difference between student test performance after being taught through traditional and cooperative instruction.
","abstract_html":"<p>The purpose of this research was to determine the effect of cooperative learning and traditional instruction on the spelling test performance of twenty-six third grade students from a southern New Jersey school district. It was hypothesized that students who were taught using cooperative learning strategies during spelling instruction would score significantly higher on their weekly spelling post-tests than students who were taught using traditional spelling instruction.</p> <p>A one group, pretest/posttest, pre-experimental design was utilized to determine whether students who are randomly grouped in cooperative learning pairs will have higher achievement levels in spelling than students who are taught using traditional instruction. T-tests were utilized to analyze if there was a significant difference in the spelling posttest performance of students after cooperative learning and traditional instruction. Statistical analysis of the t-values was determined based upon a .05 significance level. Contrary to findings of numerous studies, results of this study revealed that there was not a significant difference between student test performance after being taught through traditional and cooperative instruction.</p>","abstract_has_math":false,"creators":["Patella, Tracey"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Robinson, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-07-01T07:00:00Z","date_published":"2003-07-01T07:00:00Z","updated_at":"2026-07-24T04:14:25Z","subjects":["English language--Orthography and spelling--Study and teaching (Primary); Spelling ability; Third grade (Education)","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1352","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robinson, Randall"]},{"key":"dc:creator","label":"Author","values":["Patella, Tracey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-10T07:00:00Z"]},{"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":["English language--Orthography and spelling--Study and teaching (Primary); Spelling ability; Third grade (Education)","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1352"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research was to determine the effect of cooperative learning and traditional instruction on the spelling test performance of twenty-six third grade students from a southern New Jersey school district. It was hypothesized that students who were taught using cooperative learning strategies during spelling instruction would score significantly higher on their weekly spelling post-tests than students who were taught using traditional spelling instruction.
A one group, pretest/posttest, pre-experimental design was utilized to determine whether students who are randomly grouped in cooperative learning pairs will have higher achievement levels in spelling than students who are taught using traditional instruction. T-tests were utilized to analyze if there was a significant difference in the spelling posttest performance of students after cooperative learning and traditional instruction. Statistical analysis of the t-values was determined based upon a .05 significance level. Contrary to findings of numerous studies, results of this study revealed that there was not a significant difference between student test performance after being taught through traditional and cooperative instruction.
"]},{"key":"dc:title","label":"Title","values":["The effect of cooperative learning and traditional instruction on the spelling performance of third grade students"]}]}],"canonical_facts":{"dc:contributor":["Robinson, Randall"],"dc:creator":["Patella, Tracey"],"dc:date.available":["2016-05-10T07:00:00Z"],"dc:description.abstract":["The purpose of this research was to determine the effect of cooperative learning and traditional instruction on the spelling test performance of twenty-six third grade students from a southern New Jersey school district. It was hypothesized that students who were taught using cooperative learning strategies during spelling instruction would score significantly higher on their weekly spelling post-tests than students who were taught using traditional spelling instruction.
A one group, pretest/posttest, pre-experimental design was utilized to determine whether students who are randomly grouped in cooperative learning pairs will have higher achievement levels in spelling than students who are taught using traditional instruction. T-tests were utilized to analyze if there was a significant difference in the spelling posttest performance of students after cooperative learning and traditional instruction. Statistical analysis of the t-values was determined based upon a .05 significance level. Contrary to findings of numerous studies, results of this study revealed that there was not a significant difference between student test performance after being taught through traditional and cooperative instruction.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1352"],"dc:subject":["English language--Orthography and spelling--Study and teaching (Primary); Spelling ability; Third grade (Education)","Elementary Education and Teaching"],"dc:title":["The effect of cooperative learning and traditional instruction on the spelling performance of third grade students"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:14:25Z"}