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I compared the academic achievement of students in a biodiversity class before and after I used cooperative learning techniques. Student achievement by nonscience majors before using cooperative learning averaged 66.1% or a class grade of D+. For nonscience students in the classes after
I began using cooperative learning techniques, the class average was 77.2% or a class grade of C+. Students who took the class after I began using cooperative learning expressed satisfaction with working in a group but found it challenging to schedule time to work in a group outside of class.
Cooperative learning is a well-researched technique that helped improve student achievement in the class.
The Journal of Forestry is the most widely circulated scholarly forestry journal in the world. In print since 1902, the Journal has received several national awards for excellence. The mission of the Journal of Forestry is to advance the profession of forestry by keeping forest management professionals informed about significant developments and ideas in the many facets of forestry: economics, education and communication, entomology and pathology, fire, forest ecology, geospatial technologies, history, international forestry, measurements, policy, recreation, silviculture, social sciences, soils and hydrology, urban and community forestry, utilization and engineering, and wildlife management. The Journal is published bimonthly: January, March, May, July, September, and November.