ERIC Number: ED402702
Record Type: RIE
Publication Date: 1995-Sep
The Effects of Group Composition on Gifted and Non-Gifted Elementary Students in Cooperative Learning Groups.
Kenny, David A.; And Others
A study of 786 fourth-grade students (229 gifted and 557 nongifted) assessed the effects of both heterogeneous and homogeneous grouping in cooperative learning settings on the performance of gifted and nongifted students. Results found that gifted fourth-grade students experienced no adverse effects as a result of interacting with nongifted students in cooperative learning groups. The gifted students did not learn less, experience a decline in self-concept, or become less popular with peers. Gifted students were seen as more friendly and better leaders, and they experienced a relative increase in social self-esteem in heterogeneous groups. The nongifted students did not experience an increase in achievement due to the presence of a gifted student. Nongifted students in heterogeneous groups suffered from a decline in self-esteem and a decline in perception by nongifted peers on task-relevant activities. In sum, the heterogeneous grouping was found to have positive socioemotional outcomes for the gifted students and negative ones for nongifted students. Appendices include mathematics and science achievement tests, a self-perception test, a student attitude questionnaire, a content area preference scale, and mathematics curriculum worksheets. (Contains over 100 references.) (Author/CR)
Descriptors: Academic Achievement, Cooperative Learning, Elementary School Students, Gifted, Grade 4, Grouping (Instructional Purposes), Heterogeneous Grouping, Homogeneous Grouping, Instructional Effectiveness, Intermediate Grades, Peer Relationship, Self Concept, Self Esteem, Social Influences, Student Attitudes
NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.