PEER COLLABORATION AND SOCIAL STUDIES
Shiuli Arshad
Fall 2013
Action Research Project
Brooklyn College
Childhood Education, Masters of Science
Ed. 7202T Seminar in Applied Theory and Research
Dr. Sharon O’Connor-Petruso
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Table of Contents
Abstract pg. 3
Introduction pg. 3-4
Statement of the Problem pg. 4
Review of Related Literature pg. 4-14
Statement of the Hypothesis pg. 8
Methodology pg. 9-10
Participant’s pg. 15
Instruments pg.15
Experimental Design pg. 15
Procedure pg. 15-16
Results pg. 17-19
Discussion and Implications pg. 19
References pg. 20
Appendices
Appendix A - Parent Consent Form pg. 24
Appendix B - Head of School Consent Form pg. 25
Appendix C – Surveys pg. 26-30
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Abstract
This action research examines how student’s comprehension level increases in social studies
through peer collaborative learning. Students participating in group work throughout this study
will have a greater outlook on social studies as well as have a better understanding of the
contents because of their collaboration. The group design consisted of fifteen 4th grade
struggling students in Social Studies. All of whom are from different demographics. The design
includes a pretest and posttest. Students were also given a pre and post survey to determine their
attitudes towards social studies and peer collaboration before the intervention and after the
intervention. The treatment was administered twice a week for 6 weeks where students
collaborated with their peers through conversations, debates and group work. The results showed
an improvement on students reasoning and understanding of social studies content after the
intervention.
Introduction
These days Social Studies subjects are given less importance in schools because other subjects
such as math and science are being given greater preference and are being more emphasized due
to medical and technology advances. Due to the decrease in Social Studies in the classroom
students are less motivated in learning about Social studies and therefore do not comprehend
what is being taught. This research will help these struggling 4th graders by incorporating a
different method of learning, one that is not so often used in the elementary level. These students
are often times just listening or taking notes during Social Studies lessons and may not get the
opportunity to communicate with their peers to share ideas or opinions. By peer collaboration
these students will be able to interact with each other through conversations and debates. By
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allowing the individuals to openly share their opinions students will be more likely to be
motivated in the lesson and gain a better understanding of it through their peers.
Statement of the Problem
Social Studies have been a topic that students are least likely to discuss with their peers because
the topic may not be interesting enough or that they do not understand the materials. This subject
is usually taught in the traditional way where teachers give the information but students are not
understanding or retaining any information. Students need to be taught in a way that they are
able to relate to the materials they are learning, interact and collaborate not only with the teacher
but their peers in order to gain a better understanding of the content.
Review of Literature
Integrating Peer Collaboration to Improve Social Studies Comprehension
In the article “The What, Why, and How of Cooperative Learning” Manning, M.L and
Lucking, R. discuss the importance behind cooperative learning even before it was a method that
was being implemented in the school systems. They explain that this method is highly effective
and one that will be increasingly used in the 21st century classrooms. Traditionally the method
of learning was students receiving individual academic grades which showed that it created
“competitiveness” and “hostility among learners” in the classrooms. This would be accurate
since it is a learning method students are initially familiar with where the teacher asks a question
and the students answer. The reward which is being approved and praised by the teacher who is
in fact doing most of the talking; a method which we call as teacher centered. Cooperative
learning method however, is increasingly being researched and should be seen more frequently
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now in the 21st century. “Research has shown that classroom learning improves significantly
when students participate in learning activities with small groups of peers” (Brown, A. & Palincsar,
A. 1989).
Manning and Lucking defines cooperative learning process “as a set of alternatives to
traditional instruction systems, or, more specifically, techniques in which students work in
heterogeneous groups of four to six members and earn recognition, rewards, and sometimes
grades based on the academic performance of their groups”( Manning, M.L and Lucking, R
1991). Although they mention four to six students at a time it feel is not necessary to still use the
cooperative method learning. Students can still collaborate with just two members as long as
they are engaged and are gaining something from one another. Collaborate learning is also
defined a “versatile procedure and can be used for a variety of
purposes. Cooperative learning groups may be used to teach specific content (formal cooperative
learning groups), to ensure active cognitive processing of information during a lecture or
demonstration (informal cooperative learning groups), and to provide long-term support and
assistance for academic progress” (Johnson D.W. & Johnson R.T. 1999).
In the 21st century collaborate learning is what we need in the classrooms. “Research has
shown that students benefit academically and socially from cooperative, small-group learning.
Academic benefits include higher attainments in reading comprehension and mathematics and
enhanced conceptual understanding and achievement in science” (Gilles, R. 2002). This method
increases the individual student’s knowledge and awareness of other students around them. It
creates a setting where students are less worried about competition and more focused on
cooperatively learning from one another. “The Collaborative Learning Skills shows that the
conversation skills which are key to collaborative learning and problem solving, based on our
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study”. (Soller, A. 1997). This form of teaching allows students a certain kind of freedom to be
able to talk to their group members about the topic and engage in a conversation where they are
applying their existing knowledge as well as retaining information from their peers. The teacher
in this situation will only be the facilitator and guide the students through this process.
Another study suggests that cooperative learning needs positive interdependence.
“Positive interdependence is successfully structured when group members understand
that they are linked together for a common cause. One cannot succeed without the others.
Each student must commit to the success of the other group members as well as his or her
own. This commitment is at the heart of cooperative learning” (Winston Vaughan 2002).
The author argues that without it there is not true cooperative learning.
The use of cooperative learning has expanded over the years. “The popularity of cooperative
learning can be attributed, in large part, to a sizable body of research demonstrating that the
effects of this strategy on students academic achievement and social development often exceed
those of other instructional strategies” (Battistich, V., Solomon, D., & Delucchi, K. L. 1993).
Cooperative learning is also necessary to implement into the classroom in order to
achieve motivation and bring out significant changes in students learning. In “Cooperative
Learning and Peer Orientation Effects on Motivation and Achievements” ( Hancock 2004)
explains that cooperative learning where students work together to achieve a goal is an effective
instructional method. In his research he found that “cooperative-learning groups performed
significantly higher than did control groups in 29 classrooms and no differently in 15 classrooms.
Control groups outperformed cooperative-learning classrooms in only 2 classrooms” (Hancock,
2004). Many of his evidence also “suggests that students who prefer to work collaboratively
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respond favorably to cooperative-learning environments”(2004). In another study he found “that
elementary and secondary school students who prefer to work collaboratively perform well in
cooperative-learning settings”(Hancock, 2004). Collaborative learning also helps students
cognitively. “This perspective suggests that elaboration processes, such as the rephrasing of
information, the integration within existing prior knowledge and the enrichment with examples,
were major mediators of learning in cooperative settings” (Souvignier, E., & Kronenberger, J.
(2007).
“An individual’s learning achievement in a team can often be determined by the quality
of his communication in the group discussions”(Jarboe, S. 1996). Many theorists have
developed theories to understand how a child is motivated and maintains motivation during
instruction. Jean Piaget, a psychologist, developed the theory of cognitive development which
states there are four stages of cognitive development that shape the child’s perception of
themselves and the world (Biehler and Snowman, 1997). He believed that each child/student
travel through these stages of development through their processing of their social environment,
interactions with others, and their experiences. Piaget believed cognitive development can be
translated in the classroom in order to understand the importance of the child-centered approach
with emphasis on more children interaction. . “In periods of successful collaborative activity,
students’ conversational turns build upon each other and the content contributes to the joint
problem solving activity” (Teasley, S. & Roschelle, J. 1993).
How can educators implement cooperative learning in Social Studies today?
“Cooperative learning is a powerful tool for history teachers in today’s classrooms.
Almost every history teacher uses cooperative learning techniques such as 'think-pair-share' or
'word webbing' and various issues of Teaching History showcase examples of cooperative
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learning tasks” ( Haenen, J, & Tuithof, H 2008). In Social Studies cooperative learning gives
students the opportunity to discuss about a wide range of topics unlike other subjects. They are
able to talk about historical events, people, and current events and so on. By allowing students to
collaborate and use the materials in a way to make it relatable to students lives will help them to
have a better outlook on social studies as well as improve their understanding of the concepts.
History has proven to make a point in the significance of collaboration that has made
significant changes in people’s lives in the way they live their lives. For four hundred years
African Americans were kept as slaves and treated inhumanly. Even after they were
emancipated African Americans were still marginalized and treated with inequality. This went
on for years and time after time many great individuals have risen up and collaborated with
others to fight for their equality. In “Desegregating Downtown Little Rock: The Field Reports of
SNCC's Bill Hansen” we learn of Bill Hansen who is a worker from the Student Nonviolent
Coordinating Committee (SNCC) that comes to Little Rock in Arkansas to make striking
changes where it leaves a lasting impact on the city. In over a month Hansen coordinated sit-in
protests at downtown department-store lunch counters which forced business leaders to accept
that it was time to end segregation in the city. “In concert with others from both outside and
within the state, he worked toward ending the numerous forms of racial discrimination
encountered by African Americans” (Riva, 2012). This man would not have been able to make
much of a difference if he others had not cooperated and collaborated with him to make these
changes.
African American civil rights student protest has been one of the most prevalent event’s
that happened throughout the decades. It is one of the most important things the people still
remember and cherish till this day. Knowing that students, the youths of that generation raised
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awareness of what was going on around the time inspired generations ahead. When we think of
collaborations we can think of the youths of the civil rights movement that came together and
joined forces to destroy the barriers that were once built to deny African Americans their civil
rights. According to the article “Generations Units and the students Protest Movement in the
United States: An Intra-and Intergenerational Analysis (Jennings, 2002) points out that
“The student protest movement would leave its youthful participants and bystanders
unmarked as they traverse the life cycle. If experiences during the formative years are to
have long-term consequences, the protest era should serve as a textbook example” (2002).
Why is there current interest in collaborative learning in Social studies?
Educators need to teach Social Studies in the current time with the goal to accomplish
something. Not only should they be giving student the information but the students should be
leaving the classroom with some kind of knowledge that they were able to relate to. The
information should be given with a purpose so students can comprehend and know how it might
affect them. In “Teaching Prospective Social Studies Teachers To Use Issue-Based Discussions
in Their Secondary Social Studies Classroom” the author suggests great reasons why teachers
should teach this way, a method which can also be implemented in the elementary level. She
states that “a fundamental belief within the educational field of Social Studies is the educational
of thoughtful and active citizens and that an essential teaching method for accomplishing this
goal is issue-based discussion” (Crowe, 2003). In the elementary level the content are much
simpler than secondary level yet the concept that every student needs to become an active citizen
should be emphasized in schools. The issue that arises with the teaching and learning of Social
Studies is that “students have been primarily exposed to the recitation form of discussion in
schools that required them to recall and review basic knowledge and concepts” (Crowe,
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2003). Through reflective discussions, formulating questions, evaluating questions and opinions
students are able to achieve a higher level or learning. This is especially successful when
students are working collaboratively with their peers and teachers for affective learning.
Researchers have done many experiments on collaborative learning and found that there
are many approaches to this method and can be strategized to use in a variety of subjects.
Question is key to engaging students into discussions as well learning in a collaborate group.
that for them what worked was questioning the texts whether they were using and English book
or doing history. The teacher provided the class with thoughtful question which “encourages
students to use basic elements of narration such as setting, characterization, point of view, plot,
theme, and language as analytic tools” (Oitzinger, J.H., & Kallgren, D.C. 2004). All of these
strategies can be implemented during Social Studies while students work in groups.
Another study explains that cooperative learning is not all about the teachers. The author
“argues that a teacher facing an off-task group should ask brief questions or make a few
comments and then walk away, so that students have the opportunity to discuss the task
on their own. Questions engage an audience more that statements do and are less
intrusive than commands, which involve demands on audience members to engage in
specific actions” (Chiu, 2004).
This reinforces what group work should represent when students are working together. The
teacher facilitates while the students engage in discussions that will enhance their understanding
of the content through their peers. This is especially important to start in the early years of
education with students in elementary so they can build on it as they get older. “Students
working in the cooperative structure appeared to gain the most from using a strategy called
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‘discuss’ what I do not understand”, further evidence that they were able to analyze their
thinking process, could seek and give help and profit from peer feedback and suggestions”
(Vermette, P. Harper, L. & Dimillol, S. 2004).
During Social Studies teachers need to also be aware of student background and make the
materials relatable to them. “Life experiences of urban students rarely match the lives of persons
presented within history textbooks. Rarely is revisionist history—defined in this study as the
voices or experiences of marginalized groups—included in the narratives of history textbooks,
except perhaps as sidebars” (Robinson, C. 2007). Hardly students read a material and feel they
understand it because they are not able to comprehend how it can relate to them or if it will be
useful to them.
Another way teachers can promote group processing is by evaluating students’ individual
and group performance, and providing them with feedback. Students should receive individual
evaluations in private, along with suggestions for improving their individual performance. The
team should receive a group evaluation in public, along with suggestions for improving group
performance. The purpose of providing a group evaluation is to inspire the students to openly
discuss their effectiveness while they are learning and determine how to improve their
performance. This introspective discussion may also be provoked by allowing the students to
collaboratively view and make comments on their student and group models (. Bull, S. & Broady,
E. 1997).
Opposing Sides of Cooperative Learning
Although cooperative learning is a great method that is being noticed and used more
often many do have opposing views about it. These days all teachers and educators might agree
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that cooperative learning is the best method to teach a student. Aside from the fact that many
teachers believe that group learning takes more time out of each lesson some believe students
learn better individually while others agree with collaborative learning. In the article
“Overcoming Collaborative Inhibition through Error Correction: A Classroom” research in
classrooms showed difference in collaborative learning based on a mix of evidence when
compared with individual learning. Laboratory research showed that working in groups or dyads
usually perform worse than individuals working alone. These finding was called collaborative
inhibition effect.
We often hear the words “two heads are better than one”. It is always better to have two
people doing the work then just one person. Gadgil and Nokes-Malach explain that the notion of
collaborative learning is widespread in the workforce and school setting. In school
collaboration is often used as an instructional technique to promote student performance and
learning. “Instructors believe that encouraging students to learn in groups will lead to better
retention understanding of materials and improve student motivation” (Gadgil and NokesMalach, 2012). This makes sense since students are more likely to be motivated when they are
working with their peers. They are more likely to ask their peers if they do not understand
something then they are to ask a teacher. As they collaborate in their work they are teaching
each other as well as learning and understanding the materials.
However, research also shows that there may be a negative side to collaboration in the
classroom which explains the cognitive factors that underline collaborate inhibition. According
to the authors research based on a group collaboration, the individual collaborators contribution
can be disrupted or interfere with another collaborators by reducing their retrieval process, which
in the end causes harm in the performance of the group. Research shows another explanation of
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collaborative inhibition called “production blocking which is when a group member’s verbal
contribution or ‘production’ momentarily delays or ‘blocks’ another group member from talking
because it is impractical and socially impolite for multiple people to talk simultaneously”
(Gadgil and Nokes-Malach, 2012).
A mixed result in studies also show that students working in groups are at a more
efficiency advantage compared to students working individually because collaborative learning
requires less time and fewer instructional resources. The studies also showed those working in
groups outperform those working individually. In other cases some groups found that they
perform the same as the individuals or sometimes worse. In the collaborative inhibition is
observed when comparing the performance of collaborators with the performance of a nominal
group. So for example, in a “word recall task in which participants study a list of 10 words
(items a-j) and are asked to recall it later, either individually or collaboratively in dyads. If a
collaborating dyad recalls seven items. (a,b,c,d,e,f, and g) and the two individuals independently
recall the following: individual 1 recalls five items (a,b,e,g and h) and individual 2 recalls five
items (c,d,e,f, and i) the total number of unique items recalled by the two individuals, that is, by
nominal dyad is nine (a,b,c,d, e, f, g, h, and i). This shows that the collaborating group performed
better than the average individual (7 vs. 9) but worse than the nominal group, pooled
performance was (7 vs. 9) (Gadgil, Nokes-Malach 2012). In this example this shows that
individuals do not perform their best when they are working collaboratively. So the authors
suggest that when instruction is taking place although it may seem that the group is performing
better than the average individual, individual performance and learning may suffer because of the
group work (2012). However, research shows that there are greater use of collaborative teaching
method in the classroom especially during Social Studies that can positively effects students’
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progress. Researchers “point out that future research on effects and processes of cooperative
learning in younger students should be expanded” Zakaria, E., & Iksan, Z. (2006).
Statement of the Hypothesis
th
Integrating peer collaboration during Social Studies lesson of 15 students in the 4 grade
classroom for six weeks, two times a week, will motivate and improve student comprehension in
Social Studies.
Methodology
Participants: Students were chosen from a 4th grade classroom from P.S 151 Public School. They
were not randomly chosen but were a mixed of boys and girls. Ps.151 The Mary D. Carter
School is an elementary school with 533 students from pre-kindergarten through grade 5 The
school population comprises 13% Black, 52% Hispanic, 14% White, 19 % Asian and 2% other
students. The student body includes 18% English language learners and 15 % special education n
students. Boys account for54% of the students enrolled and girls account for 46%. The average
attendance rate for the school year 2011 2012 was 93.0%.
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Instruments
1. Surveys- Pre and post survey given to determine student’s attitudes and feelings towards
Social Studies and collaborating with their peers.
2. Tests- A pre and posttest was given to students to evaluate their comprehension before
the intervention and after the intervention period.
Experimental Design
This action research project is a hypothetical, pre-experimental and one-group pretest-posttest
design. The pretest instrument serves as (O). The single group is exposed to the treatment which
is the (X) and then given a post test (O) pretests and posttests are the same. This supports the
Symbolic Design OXO. This single treatment group (X) consists of 15 students from the 4th
grade regular class none of whom have been randomly selected.
Threat to Internal Validity
History is a valid threat internal because I am not in control of unexpected events that can
possibly occur during the intervention. Threats such as fire drills, bad weather, students being
absent, a fight in school, student getting sick, emotional distress etc. can all influence the
variable.
Maturation can be a valid internal threat to my research. Since my study will be done in six
weeks which is a short a short period of time there may be some minor threats here because some
students may not be engaged and can lose interest quickly which can affect how and what they
learned while other students may be more engaged working in a cooperative groups.
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Mortality was a valid threat to my research. If a student in my research study were to be pulled
out of the school or if they were absent for the duration of the intervention then that could have
impacted the outcome of the research and the results I accumulate.
Threats to External Validity
Multiple treatments were not a threat to my research. During the duration of my research I used
the same treatment for all the participants. All the students were given two treatments; a pretest
and a post test. The pretest was before the intervention took place and then they took a posttest
after the intervention to test their knowledge.
The experimental effect can be a threat because if the research has any personal bias then it will
affect how the results turn up. The researcher needs to be aware of any bias when doing the
treatments.
The hawthorn effect can create a possible threat because some students may try to what they
think is the “teacher correct answer” if they see the researcher observing them.
Procedure
My research was conducted for six weeks and I visited the fourth grade class twice a
week for Social Studies lessons. This was a small group of fifteen students. I had first given them
a short survey to understand their feelings and attitudes towards social studies and group work. I
also gave them a pretest to determine what they know about Civil Rights Movement.
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After I understood how students felt about these topics I began to work with them by
placing students into groups. During the six weeks I rotated students so they were able to work
in different groups so they could get an idea what it was like to work with different people.
During the two days I saw the students we worked in groups where I gave students
historical articles, and topics for them to read and discuss. During this time I encouraged
students to ask a lot of questions not just to me but to their peers that they were working with. I
wanted them to listen to their peers opinions and answers and be able to come up with answers.
Whether they were debating or arguing over and answer it was encouraged in the session. The
materials I provided to them were on students during the Civil Rights Movement and the
contribution they made to what we know now as our Civil Rights. I wanted my students to know
that even know these were students from a long time ago they can still relate to them now.
After the intervention I gave students a posttest to again determine what they learned and
if they understood the content of what they were taught. Students were also given a post survey
to see if their attitudes and feelings changed towards social studies and group work.
Results
Measuring Success, Methods and Findings
The data here measures the correlation between the pre and post survey question. This indicates
that there is a positive correlation of 0.4 which is a weak relationship between the student’s pre
survey question in “liking Social Studies” and their post survey question of “doing well in Social
Studies”.
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2
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Y Axis I like Social Studies
Figure A
Students X Pre Y Post
Survey Survey
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Preference vs. Views on Performancen in Social
Studies
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Y-Post
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Linear (Y-Post)
0
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x- axis
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I do well in Social Studies
Positive correlation scatter plot line of best fit rxy 0.4
The bar graph shows both the pre and post survey results of students. Many students believed
they do well in social studies before the intervention. However, that is not the case since they
did not do so well on their pretest. After the intervention their post survey results showed a
higher percentage of students like Social Studies. Many of those students that had said they do
well in Social studies actually stated they liked social studies less.
Likart Scale: 1.Strongly Disagree 2. Disagree 3. Agree 4. Strongly Agree
Students X Pre Y Post
Survey Survey
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3
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3
is I like Social Studies
2
Pre & post Survey
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Discussion/ Implication
Learning effective collaboration skills is essential to successfully learning course material with
peers. These skills are often not essential; however they can be learned through practice and
support during structured group learning activities. The cooperative/ collaborative method is a
recommendation for helping students acquire effective collaborative learning skills. The method
describes the characteristics shown by effective learning teams, participation, social grounding,
performance analysis and group processing, application of collaborative learning conversation
skills, and promotes interaction.
However, working in collaborate groups can create some
difficulties if the teacher doesn’t strategies. One needs to understand the students and create a
plan to motivate the students to work collaboratively
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Reference
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Soller, A. (1997). Toward an intelligent CSCL communication interface. Proceedings of AI-ED
97 Workshop IV, Kobe, Japan, 94-95.
Teasley, S. & Roschelle, J. (1993). Constructing a joint problem space. In S. Lajoie & S. Derry (Eds.),
Computers as cognitive tools (pp. 229-257). Hillsdale, NJ: Lawrence Erlbaum
Vaughn, W. (2002). Effects of cooperative learning on achievement and attitude among
students of color. The Journal of Educational Research, 95 (6), 359-364
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Vermetter, P., Harper, L, & DiMillo, S (2004). Cooperative & Collaborative Learning With 4-8
year Olds: How Does Research Support Teachers’ Practice? Journal of Instructional
Psychology, 31(2) 130-134.
Zakaria, E., & Iksan, Z. (2006). Promoting cooperative learning in science and
mathematics education: A Malaysian perspective. Eurasia Journal of Mathematics,
Science, & Technology Education, 3(1).
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PEER COLLABORATION AND SOCIAL STUDIES
APPENDIX A:
Parent Consent Form
Dear Parent/ Guardian,
I am a graduate level student pursuing my master’s degree in Childhood Education (1-6) at
Brooklyn College and I am currently working on an action research project. I am requesting your
permission for your child in his/her class to participate in the project over the next 6 weeks. The
focus of my action research project will be examining the effects of cooperative learning group
learning in Social Studies to improve student comprehension. During the course of six weeks, I
will be asking your child to participate in questionnaires, surveys, interviews, and Social Studies
tests.
Please sign the consent below for your child to or not to participate in the project in their
classroom. Please return the completed form to the student’s teacher. Please note that your
child’s identity and school will remain confidential. Thank you in advance for your cooperation
and participation in the project.
Sincerely,
Shiuli Arshad
-----------------------------------------------------------------------------------------------------------I am granting for my child to participate in the action research study. I am aware that my child’s
identity will remain confidential.
-----------------------------------------------------------------------------------------------------------I am not allowing my child to participate in the action research study. I am aware that my child’s
identity will remain confidential.
----------------------------------------------Date
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APPENDIX B:
School Consent Form
Dear School Administrator:
I am a graduate level student at Brooklyn College, pursuing a master’s degree in Childhood
Education (grade 1-6). I am currently working on an action research project focusing on the
effects of effects of cooperative learning group learning in Social Studies to improve student
comprehension . I am requesting your permission to conduct my study in a 4rd grade classroom at
your school over 6-8 weeks.
During the course of the 6-8 weeks, I will be asking the class to participate in questionnaires,
demographic surveys, interviews, and math exams.
Please note that all names will remain confidential and all data collected will be used solely for
the purpose of this study. Thank you for your cooperation and participation.
Sincerely,
Shiuli Arshad
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APPENDIX C
Part I Pre-Survey
Student Demographic Survey
Introduction
How do you feel about group work? Do you feel working with your peers help you to understand
Social Studies concept better? Or do you prefer to work individually and feel you learn better
that way? These are some of the questions that will be answered with this instrument.
Directions: Circle and write out each answer on the right hand side.
ANSWERS
1. Name:______________________
2. What is your age?
1) 7-8
2) 9-10
3) 11-12
2._______________
3. What is your gender?
1) Female
2) Male
3._______________
4. What is your primary language?
1) English
2) Arabic
3) Spanish
4) Bengali
5) Other___________________
4.______________
5. Where were you born?
1) USA
2) South/Central America
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3) Europe or Canada
4) Asia
5) Africa
5.______________
6. What Ethnic group are you?
1) Asian (Chinese, Japanese Korean, Indian, Bengali, Pakistani, Philippines, Hawaiian
etc.)
2) Caucasian/White
3) Hispanic
4) Black, Afro-American
5) Other______________________
6._______________
PART II PRE & POST-SURVEY
Self-Attitude Rating Scale
Direction: For each question circle either (1) you strongly disagree (2) you disagree (3) you
agree or (4) you strongly agree and write it out on the right hand side.
ANSWERS
1. I like to work alone.
(1)
(2)
(3)
(4)
Strongly Disagree
Disagree
Agree
Strongly Agree
2. I feel comfortable working with other students.
(1)
(2)
(3)
(4)
1.________________
2.________________
Strongly Disagree
Disagree
Agree
Strongly Agree
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3.
I like social studies.
(1)
(2)
(3)
(4)
4.
Strongly Disagree
Disagree
Agree
Strongly Agree
I have difficulty understanding concepts from social studies.
(1)
(2)
(3)
(4)
3.________________
4.________________
Strongly Disagree
Disagree
Agree
Strongly Agree
5. I understand more about Social Studies
when I work with my peers.
(1)
(2)
(3)
(4)
5.________________
Strongly Disagree
Disagree
Agree
Strongly Agree
6. I have a hard time expressing myself when
6.________________
I am working in a group.
(1) Strongly Disagree
(2) Disagree
(3) Agree
Strongly Agree
7. Social Studies can be a confusing subject.
(1)
(2)
(3)
(4)
7.________________
Strongly Disagree
Disagree
Agree
Strongly Agree
8. I like to express my opinions when I work in groups.
8.________________
(1) Strongly Disagree
(2) Disagree
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(3) Agree
(4) Strongly Agree
9. I do not like the Social Studies textbook we use.
(1)
(2)
(3)
(4)
Strongly Disagree
Disagree
Agree
Strongly Agree
10. I am interested in learning about Civil Rights.
(1)
(2)
(3)
(4)
10._______________
Strongly Disagree
Disagree
Agree
Strongly Agree
11. I do well in Social Studies.
(1)
(2)
(3)
(4)
9.________________
11._______________
Strongly Disagree
Disagree
Agree
Strongly Agree
12. I don’t think learning about
Social Studies is important.
(1)
(2)
(3)
(4)
12._______________
Strongly Disagree
Disagree
Agree
Strongly Agree
13. I am afraid to work in groups
because I do not like to speak.
(1)
(2)
(3)
(4)
13._______________
Strongly Disagree
Disagree
Agree
Strongly Agree
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14. Learning about Civil Rights will help
14._______________
me to understand American history more.
(1)
(2)
(3)
(4)
Strongly Disagree
Disagree
Agree
Strongly Agree
15. I think I can learn a lot from my group members.
(1)
(2)
(3)
(4)
Strongly Disagree
Disagree
Agree
Strongly Agree
16. The way I am being taught Social Studies is boring.
(1)
(2)
(3)
(4)
17._______________
Strongly Disagree
Disagree
Agree
Strongly Agree
18. I like group work
(1)
(2)
(3)
(4)
16._______________
Strongly Disagree
Disagree
Agree
Strongly Agree
17. When working in a group I prefer to be the leader.
(1)
(2)
(3)
(4)
15._______________
18._______________
Strongly Disagree
Disagree
Agree
Strongly Agree
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31