ERIC Number: ED326817
Record Type: RIE
Publication Date: 1990-Aug
Reference Count: N/A
Cooperative Learning, Intragroup Dynamics, and Student Outcomes.
Solomon, Daniel; And Others
This study examined relationships between students' cooperative learning experiences (including both the frequency and quality of their interactions in small groups) and their attitudes toward school; perceptions of the classroom environment; intrinsic motivation; and various social attitudes, skills, and values. Participants (n=756) were teachers and students from 35 third- through sixth-grade classrooms at six elementary schools in three school districts located in the San Francisco Bay (California) area. Small group interaction; student attitudes toward school; student perceptions of the classroom environment; student attitudes and beliefs about learning and cooperative learning; student social attitudes, skills and values; peer relations; social adjustment; self-esteem; intrinsic motivation; and academic achievement were measured through a variety of methods and questionnaires. The findings revealed that students in all classes in all three districts had had at least some experience with small group learning, and that the effects of cooperative learning on students' academic and social development were a function of the quality of the group interaction. These results demonstrate the importance of directly examining interaction processes within groups to improve understanding of the effects of cooperative learning, as well as to help to ensure that cooperative learning is used effectively in classrooms. (NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: William and Flora Hewlett Foundation, Palo Alto, CA.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (98th, Boston, MA, August 10-14, 1990).