Using Cooperative Learning to Enhance the Academic and Social Experiences of Freshman Student Athletes

Abstract

One hundred seven freshman student athletes in 17 different women's and men's intercollegiate sports were required to attend evening study sessions. The student athletes completed academic assignments and studied for tests primarily in cooperative learning groups. As gauges of the program's impact on the participants, 3 questionnaires were administered to a sample of 50 (25 women and 25 men). The respondents reported that (a) they worked cooperatively on academic assignments, (b) the program staff provided both academic and personal support while structuring and facilitating cooperative learning groups, and (c) they themselves were highly task oriented, confident of their academic ability, and involved in positive and supportive relationships with their fellow participants.