ERIC Number: ED353236
Record Type: Non-Journal
Publication Date: 1991-Apr
Reference Count: N/A
Cooperative Learning Instruction: Effects of Wanting or Not Wanting To Participate on Mathematics Achievement.
Cushing, Katherine S.; Kerrins, Judith A.
This study was designed to investigate differential achievement effects of cooperative learning instruction in mathematics on students who seek group membership and on those who do not. The study was conducted in a suburban school district in Colorado. Participants were 3 classes of 5th-grade students (N=56) along with teachers who had received extensive training in cooperative learning methodology. At the beginning of the school year the Fundamental Interpersonal Relations Orientation B (FIRO-B) was administered to students. In addition, students were pre-tested in October and post-tested in May on the mathematics scale of the SRA Survey of Basic Skills achievement test. Teachers provided an average of 32 percent of mathematics instruction using cooperative learning methodology. Results suggest that something other than a desire for group membership mediates academic success; and regardless of a student's desire to participate, cooperative learning is equally effective in terms of achievement measures. Thus, students can be instructed in both academic and social skills simultaneously without concern for socialization or isolation references. (Contains nine references.) (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A