Abstract
This mixed methods study investigates differences in student achievement in a grade nine English classroom when comparing Direct Instruction, a Collaborative Learning Model and a Computer Supported Collaborative Learning Model (CSCL). Quantitative data indicated a statistically significant difference in student achievement between Direct Instruction and each of the collaborative learning models. Qualitative data were analyzed into three thematic categories: Engagement, Student Learning, and Efficacy. A student preference for CSCL emerged.
Refereed
No
