Cooperative Learning With Undergraduate Hispanic Students: Results And Professors Interviews

Abstract

Classes of undergraduate Hispanic students assigned to two professors were identified to determine the level of cooperative learning being implemented and to allow the professors to reflect on their experiences over a full semester. Pre-semester and post-semester surveys were completed by each of the undergraduate students. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to determine their experiences in: 1) individual learning, and 2) learning with a partner(s). Interviews of the professors are included. Results of the surveys were analyzed. Results are reported. The authors also share lessons learned.