[[alternative]]The Effect of Cooperative Learning for Normal and Hearing Impaired Students

[[abstract]]The purpose of this study was to explore the effects of cooperative learning on communication behaviors, peer relationship (interaction after class, social status peer acceptance), cooperative skills, and class participation of hearing impaired and normal students. Experimental teaching was conducted at a hearing impaired classroom during morning study period from Monday through Friday. Subjects included fifteen normal and five hearing impaired third graders from the Guo-Guang Elementary School in Taipei County and instruments used were: Social Status Nomination Form, Evaluation Form for Peer Acceptance and a self-designed Performance Form on Cooperative Skills. Data were analyzed by both qualitative analysis of video tape on communication behaviors and class participation and quantitative analysis of t test on social status, peer acceptance and cooperative skills. The main findings were: 1. On communication behaviors, all hearing-impaired students were able to increase proper responses and initiate dialogues with wider range of topics. Both hearing impaired and normal students increased communication strategies from six types to twelve types. 2. 0n peer relationships, hearing-impaired students were better accepted by their peers and had better social status and after class interaction. As for majority of the normal students, their social status and peer relationship had not been affected after attending cooperative learning at the hearing impaired classroom. 3. After cooperative learning, 14 of 20 subjects' cooperative skills were significant improved. 4. AII hearing-impaired subjects' class participation were increased after cooperative learriing. Limits of the research and its implication for administration, instruction and future research were discussed.