NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ942928
Record Type: Journal
Publication Date: 2011-Nov
Pages: 24
Abstractor: As Provided
Reference Count: 76
ISSN: ISSN-0141-0423
The Effects of Cooperative Learning on Enhancing Hong Kong Fifth Graders' Achievement Goals, Autonomous Motivation and Reading Proficiency
Law, Yin-Kum
Journal of Research in Reading, v34 n4 p402-425 Nov 2011
Research indicates that cooperative learning with teacher-guided instruction is more effective in helping young children to learn than cooperative learning with minimal guidance. In the present study, two different cooperative learning activities (jigsaw and drama) and a control condition (a traditional teacher-led approach) were compared. The participants were 279 Grade 5 Hong Kong students located in nine classrooms. The two experimental conditions emphasised teachers' cognitive support in helping students to understand a text through both teacher-led and student-led activities. Post-test data included a reading comprehension test and three questionnaires that investigated students' goal orientations, initial level of relative autonomy and perceptions of instructional practices. Findings indicate that students in the jigsaw group outperformed students in both the drama group and the control group in the reading comprehension test. The implications of conducting cooperative learning activities with well-planned teacher guidance are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong