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Collaboration, collaborative, performance task, group work, individual achievement, individual mastery, individual performance, Project Based Learning, Problem Based Learning, direct instruction, English Language Learners, Physics


This study tried to determine the effect, if any, of collaborative learning activities on individual student achievement on a summative assessment. To accomplish this the pre­test scores were compared to the post­test scores of two groups of students: one group that engaged in collaborative learning activities, and another that performed the same activities individually. The students were all enrolled in a College Preparatory Physics class at a comprehensive high school in Napa, California. All students benefit from working in collaborative groups in activities designed to teach the content, supported by direct instruction. Students who struggle academically are benefited more by working in these groups than students who are already succeeding.

Saslow, Alex poster.pdf (883 kB)