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    • Page 84

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    • 78 • Lost locks will be $7.50 each before another lock will be issued Grading Procedures  15 Points per day for participation and preparedness.  Showering is 5 points extra credit.  Tardies will be a loss of 3 participation points.  For...
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    • 3 In order to best serve the needs of students, AHS had several programs that help students meet their graduation goals. There were book clubs, mini-classes in a variety of subject areas, and collaborative groups. One program was a collaborative...
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    • 4 Collaborative methods: Students working with a teacher and other students to earn credit. Researcher Qualifications The researcher was a graduate student in the Master of Education program at Southern Utah University. She obtained her bachelor’s...
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    • 17 Chapter Three Purpose of the Study The purpose of this study was to show the effects of a collaborative learning environment, compared to students working at their own pace, on student success toward meeting graduation requirements set by the...
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    • 19 teachers, the researcher then decided what core classes to teach. The core classes that students needed to graduate were English, history, math, and science. The researcher then needed to find fifteen willing students to participate in the...
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    • 20 The methods that were used in the data collection were composed of two parts. The type of data that was used was credit comparison. The purpose of these data collection techniques was to allow the teacher to see how successful student and...
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    • 21 Chapter 4 Results Introduction Discovering whether or not a collaborative study program would be beneficial in helping students earn credit toward high school graduation was the primary goal of this study. The students met for a total of ten...
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    • 22 the month of March 2011, both groups saw a dramatic increase, about 75% higher than the previous month. During December 2011, the credit dropped for both groups; 28% for the average student and 9% for the student involved in the collaborative...
    • Page 29

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    • 25 more than the Caucasian students. Both groups earned more than the students not involved in any collaborative group setting. Table 3 Hispanic Students versus Caucasian Students in the Collaborative Learning...
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    • 26 #2, the students completed more than double the amount of credit. Figure 2 shows the average percentage of improvement in graph format, showing the increase in credit completion by the students once entering the collaborative study...
    • Page 33

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    • 29 Another possible explanation for the success of the collaborative group might be the maturity level of students. Regardless of the type of student involved in the collaborative group, the students who were the most motivated and mature completed...

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