Algebra I Achievement of Eighth Grade Mexican American Students Using Cooperative Learning Versus Traditional Instruction

by Bunrasi, John Bosco Tuptip, Ed.D., WALDEN UNIVERSITY, 2012, 197 pages; 3522382


The purpose of this study was to examine constructivist-based algebra lessons and a cooperative construct to address the achievement gap between White (non-Hispanic) and Mexican American 8th grade students at a southern California middle school. The lessons were designed to facilitate social interdependence which promoted peer-to-peer interaction and co-dependence upon each other for the acquisition of social and logical mathematical knowledge of algebraic concepts in a cooperative setting. Vygostsky's sociocultural theory and Deutsch's social interdependence theory were chosen as theoretical frameworks for this quantitative study. A 2×2 factorial design was employed to answer the key research questions related to a statistically significant mean difference in achievement scores on the Elementary Algebra Diagnostic (EA50A90) test between (a) cooperative learning and traditional instruction, (b) benchmark and strategic student ability levels, and (c) the results from specific interaction between the type of instructions and the student ability levels. A two-factor analysis of variance was used to analyze the EA50A90 pretest and posttest results. In the study findings, there was a statistically significant mean difference between algebra achievement scores on students' posttest among the students who participated in constructivist-based algebra lessons using a cooperative construct and those who received traditional instruction. Social interdependence within cooperative learning group members scaffolded academic success. The results of this study contributed to social change by prompting Algebra I teachers to use a social interdependence process as a vehicle to promote improved Mexican American student achievement.

AdviserLorraine Miller-Nara
Source TypeDissertation
SubjectsMathematics education; Middle school education; Pedagogy; Hispanic American studies
Publication Number3522382

About ProQuest Dissertations & Theses
With nearly 4 million records, the ProQuest Dissertations & Theses (PQDT) Global database is the most comprehensive collection of dissertations and theses in the world. It is the database of record for graduate research.

PQDT Global combines content from a range of the world's premier universities - from the Ivy League to the Russell Group. Of the nearly 4 million graduate works included in the database, ProQuest offers more than 2.5 million in full text formats. Of those, over 1.7 million are available in PDF format. More than 90,000 dissertations and theses are added to the database each year.

If you have questions, please feel free to visit the ProQuest Web site - - or contact ProQuest Support.