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ERIC Number: EJ773775
Record Type: Journal
Publication Date: 2007
Pages: 6
Abstractor: Author
Reference Count: 27
ISSN: ISSN-0022-0671
Effects of Team Competition versus Team Cooperation in Classwide Peer Tutoring
Madrid, Leasher Dennis; Canas, Madeline; Ortega-Medina, Mona
Journal of Educational Research, v100 n3 p155-160 Jan-Feb 2007
Sixteen Hispanic Spanish/English bilingual children (6 boys and 10 girls) participated in a single-subject design study. Their chronological ages ranged from 8 to 9.5 years. The classroom teacher identified all the children as "academic at risk" on the basis of a history of poor academic performance in spelling and low scores on the Metropolitan Achievement Tests (G. Prescott, I. Balow, T. Hogan, & R. Farr, 1978). The teachers assigned the students to each instructional condition according to a randomly selected sequence of instructional order. The 3 instructional interventions were (a) competitive team peer tutoring, (b) cooperative team peer tutoring, and (c) standard teacher-led instruction. The results of the study showed that although team competition and team cooperation resulted in higher levels of correct responding relative to the standard teacher-led condition, cooperative team peer tutoring resulted in the highest rate of correct responding. Practical implications of the findings are discussed. (Contains 2 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Metropolitan Achievement Tests