ERIC Number: ED176884
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
Individual Characteristics and Children's Learning in Large-Group and Small-Group Approaches. Report from the Project on Studies of Instructional Programming for the Individual Students.
Peterson, Penelope L.; Janicki, Terence
This study investigated aptitude-treatment interactions (ATI) in fourth, fifth, and sixth grade students' learning in large and small group teaching approaches. Each of two elementary teachers taught a two-week fractions unit to two classes of randomly assigned students. Each class received one approach. Students completed aptitude measures at the beginning of the study, and achievement, attitude, and retention measures at the end. Regression analyses showed significant ATI for preference for approach and for ability. Students who said they preferred small groups did worse in that approach than in the large-group approach. High ability students performed better and had more positive attitudes in the small group approach, and low ability students performed better and had more positive attitudes in the large group approach. High ability students benefited by "teaching" their peers in the small group. (Author/MP)
Descriptors: Academic Ability, Academic Achievement, Age Differences, Cognitive Style, Elementary Education, Elementary School Students, Fractions, Individual Differences, Large Group Instruction, Learning, Low Ability Students, Small Group Instruction, Student Attitudes, Student Characteristics, Teaching Methods
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.