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ERIC Number: ED406213
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 32
Abstractor: N/A
Reference Count: N/A
The Effects of Social and Cognitive Strategies Instruction on the Mathematics Achievement in Secondary Education.
Hoek, Dirk; And Others
Studies show that training students in the use of social and cognitive strategies contributes to learning; however, low-achieving students seem unable to benefit from such interventions. This intervention study addressed the following question: In secondary mathematics, what are the general and differential effects of training students in social and cognitive strategies on learning in cooperative groups? Two instructional programs for cooperative learning were compared: (1) an experimental program with training in the use of social and cognitive strategies, and (2) a control program similar in mathematical content and overall instructional design but lacking instruction in use of social and cognitive strategies. Teaching cognitive and social strategies had an expected, positive effect on the mean Mathematical Reasoning Ability test and on the domain-specific test on measurement and measures. Intervention had no effect on the mean achievement of the domain-specific test for information processing. Differential effects between high- and low-achieving students were found on both the Mathematical Reasoning Ability test and the Information Processing test, but none on the Measurements and Measures test. Low-achieving students in the experimental group gained more on the domain-specific test than low-achieving students in the control program. Contains 58 references. (Author/PVD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands