ERIC Number: ED213600
Record Type: Non-Journal
Publication Date: 1981-Sep
Reference Count: N/A
Group Interaction and Learning in the Mathematics Laboratory and the Regular Classroom.
Webb, Noreen M.
This study investigated the relationships among student and group characteristics, group interaction, and achievement in cooperative small groups. Seventy-seven students in two junior high school mathematics classrooms learned a two-week unit on exponents and scientific notation in mixed-ability or uniform-ability groups. Interaction in the groups was tape recorded. Three categories of interaction related to achievement: receiving no explanation in response to a question or error (receiving no response or receiving only the correct answer) was negatively related to achievement; giving explanations and receiving explanations were positively related to achievement. Interaction in the group was related to group composition, sex, ability, and personality. Medium-ability students in uniform-ability groups received more explanations (and showed higher achievement) than medium-ability students in mixed ability groups. Boys received more explanations (and showed higher achievement) than girls. High-ability students gave more explanations than low-ability students. Extroverted students received more answers to questions than introverted students. Interaction in the group was not related to ethnic background: white, black, and Asian-American students showed similar interaction patterns (and achievement). The advantages of taperecording over other observational procedures are discussed in terms of capturing sequences of student interaction. (Author/MP)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A