ERIC Number: ED269742
Record Type: Non-Journal
Publication Date: 1986-May
Pages: 44
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Cooperative vs. Individual Learning Effects on Vocabulary Retention.
Hansen, Georgene
A study examined the relative merits of individual and cooperative methods of vocabulary instruction in the seventh grade. It was hypothesized that socialization would act as a motivating force among these adolescents, and that those involved in paired instruction would show increased vocabulary retention. Students in both control (individual) and experimental (paired) groups were assigned the same exercises. Results show that, while there was a substantial gain in vocabulary for both groups, the experimental group made a greater gain. Among the factors for the paired groups' superior performance may have been their enthusiasm for the program, the challenge inherent in working with a partner, and the use of oral language and discussion during instruction. A review of related literature dealing with peer tutoring conclusively points to the increased academic gains made by all (both tutor and tutee) involved, as well as more positive self-image, increased interest in school, and greater self-confidence. Teachers benefit as well by having an increased opportunity to individualize instruction. Many teacher's guides to peer tutoring include suggestions for activities and guidelines for setting up a peer tutoring program, training tutors, and evaluating the program. (LLZ)
Publication Type: Reports - Research; Information Analyses; Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A