Cooperative Learning Effects on Teamwork Attitudes in Clinical Laboratory Science Students

Linda Laatsch; Lynda Britton; Susan Keating; Phyllis Kirchner; Don Lehman; Karen Madsen-Myers; Linda Milson; Catherine Otto; Libby Spence

doi:10.29074/ascls.18.3.150

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Linda Laatsch, PhD MT(ASCP)SM⇑
1. is Associate Professor, Department of Clinical Laboratory Science, Marquette University, Milwaukee WI
Lynda Britton, PhD CLS(NCA)
1. is Associate Professor, Department of Clinical Laboratory Science, Louisiana State University Health Sciences Center, Shreveport LA
Susan Keating, PhD MT(ASCP)
1. is Professor and Chair, Department of Clinical Laboratory Science, Bellarmine University, Louisville KY
Phyllis Kirchner, MT(ASCP)SH
1. is Laboratory Supervisor, Department of Clinical Laboratory Science, Marquette University, Milwaukee WI
Don Lehman, EdD MT(ASCP)
1. is Assistant Professor, Department of Medical Technology, University of Delaware, Newark DE
Karen Madsen-Myers, MA MT(ASCP)SC CLS(NCA)
1. is Director, Department of Clinical Laboratory Science. HealthONE Alliance, Denver CO
Linda Milson, MA MT(ASCP)
1. is Associate Professor and Chair, Department of Clinical Laboratory Science, Marquette University, Milwaukee WI
Catherine Otto, PhD CLS(NCA)
1. is Assistant Professor and Clinical Coordinator, Program in Clinical Laboratory Science, Oregon Health and Science University-Oregon Institute of Technology, Portland OR
Libby Spence, PhD CLS(NCA)
1. is Professor, Department of Clinical Laboratory Science, University of Mississippi Medical Center, Jackson MS

Address for correspondence: Linda Laatsch PhD MT(ASCP)SM, Associate Professor, Clinical Laboratory Science, Marquette University, 561 N 15th Street, Milwaukee WI 53233. (414) 288-3401, (414) 288-5847 (fax). Linda.Laatsch{at}marquette.edu

Abstract

OBJECTIVE: To evaluate clinical laboratory science (CLS) student attitudes toward teamwork when using cooperative learning (CL) as compared to individual learning (IL) in a course and to determine if learning method affects student attitudes toward the course itself.

DESIGN/SETTING/PARTICIPANTS: This was a multi-institutional study involving eight classrooms in seven states. The effects of CL and IL on student attitudes were compared for 216 student participants.

INTERVENTION: One group of students learned the course material through a CL approach while a second group of students learned via a traditional IL approach. For each course, the instructor, class material, and examination content was identical for the CL and IL students; the only variable was learning method.

MAIN OUTCOME MEASURE: Student attitudes toward teamwork and toward the course were evaluated with a 35-item Attitude Questionnaire administered as a posttest. Mean scores for the CL and IL groups were compared using the Student t-test for independent samples.

RESULTS: No significant difference was seen between the CL and IL students when assessing the first 30 questions on student attitudes toward teamwork (means = 98.42 and 98.22, respectively) when all institutions were combined. Comparable results were seen for each of the eight institutions. For the five questions comparing attitudes toward the course itself, there usually was no significant difference in attitude between CL and IL students. The only classrooms where CL students had more positive attitudes were those with instructors who had more than 10 years experience with CL.

CONCLUSION: Results suggest that CL produces similar student attitudes toward teamwork and toward a CLS course as does IL.

ABBREVIATIONS: CL = cooperative learning; CLS = clinical laboratory science; IL = individual learning; STAD = student-teams achievement divisions.