ERIC Number: ED220343
Record Type: RIE
Publication Date: 1982-Jun
Reference Count: 0
Combining Cooperative Learning and Individualized Instruction: Effects on Student Mathematics Achievement, Attitudes and Behaviors.
Slavin, Robert E.; And Others
While programmed instruction has not generally been found to increase mathematics achievement, the problems appear to lie more in managerial and motivational difficulties rather than in the theory of individualizing instruction. This study evaluated programmed instruction in mathematics using a system designed to solve these problems by having students work in heterogeneous teams and do all scoring themselves. This cooperative-individualized program, called Team-Assisted Individualization, or TAI, was assessed in two field experiments in elementary schools. Students in the TAI classes in both experiments scored higher than control students (controlling for pretest and grade) on a standardized mathematics test, but not higher than a group that used the materials and student management but not teams. Attitude and behavioral rating results followed the same general pattern. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.
Identifiers: Cooperative Learning; Mathematics Education Research