Abstract:

The purpose of this investigation was to examine the effects of collaborative learning strategies on formulating solutions to linear programming word problems that were designed to incorporate problem-solving skills. Forty-six students majoring in business at a small southwest college in Virginia participated in the study. After an instruction session, a study period, and a question and answer discussion, participants completed the test instrument based upon random assignment to three treatment groups. These included individual study with individual test taking (control), paired study with individual test taking, and paired study with paired test taking. All participants returned in 17 days to complete a posttest individually having received no further instruction in linear programming theory. The following null hypothesis was examined: No differences in treatment means measuring problem-solving abilities would be found based on students’ test and posttest scores using two treatment groups of collaborative study, with collaborative or individual test taking, and a control group of individual study with individual test taking. After satisfying the assumptions of no difference in ability in the treatment groups, establishing significant influence of ability on test score and

At the author's request, all materials (PDF files, images, etc.) associated with this ETD are accessible from the Virginia Tech network only.