ERIC Number: EJ1063421
Record Type: Journal
Publication Date: 2003-Feb
Abstractor: As Provided
Reference Count: N/A
Structuring the Classroom for Performance: Cooperative Learning with Instructor-Assigned Teams
Koppenhaver, Gary D.; Shrader, Charles B.
Decision Sciences Journal of Innovative Education, v1 n1 p1-21 Feb 2003
The main concern is a longstanding one in classroom instruction--the determinants of effective team performance. The paper explicitly examines the effect of teacher-controlled factors on the use and functioning of student teams. From a sample of 500 undergraduate students, data are obtained on aptitude, diversity, instability, motivation, personality style, size, and performance. The regression results suggest that team motivation and instability, which are both partly controlled by the instructor, are particularly important in determining a team's performance. An implication is that instructor decisions about team make-up and incentives can have a significant impact on student achievement.
Descriptors: Cooperative Learning, Teaching Methods, Undergraduate Students, Personality Traits, Academic Aptitude, Incentives, Academic Achievement, Student Motivation, Teamwork, Regression (Statistics), Student Diversity, Decision Making, College Faculty
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A