ERIC Number: ED297797
Record Type: RIE
Publication Date: 1988-Apr
Reference Count: N/A
Cooperative Communication: A Study of Group Interaction.
A study was conducted to assess the psychological effectiveness of cooperative small group learning among junior college students with less than 11th grade skill levels. Three English classes, reflecting the overall student population, were chosen. All classes met three days a week and had the same instructor and out-of-class assignments. Two of the classes had small group study sessions one day a week, instead of traditional teacher-lead classroom instruction and discussions. Group membership and the roles of note taker and group spokesperson rotated each week. During the final weeks of the term, all classes were returned to the traditional style of instructor-lead discussions. Students who had been involved in the small group study sessions asked more questions and offered more responses in all class discussions than students who had not been involved in the group work. The small group classes passed the course with 15% more A's and B's, showed more improvement in writing and grammar skills, and seemed better able to complete the writing assignments. The small group interaction also seemed to help returning adults and disabled students participate more freely and eased their transition into the traditional teacher-controlled classroom. It was concluded that, when used in conjunction with whole class lectures and discussions, cooperative learning groups can be a very effective teaching tool. (EJV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Symposium on Developmental/Remedial Education of the New York College Learning Skills Association (11th, Catskills, NY, April 17-19, 1988).