first presentation

LOGOThe effects of cooperative learning

on junior school students during small group learning

The effects of cooperative learning on junior school students during

small group learning

Shing-Yu Lynn Tsai Dr. Pi-Ying Teresa HsuDate: April 20th, 2010

Gillies, R. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14, 197-213.

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Contents

Reflections

Results

Methodology

Introduction

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Introduction

A B C

Assistance with the

task

Sharing resources

Encouragingeach other’s

efforts

( Johnson & Johnson, 1999 )4

Cooperative Learning:

Introduction

The social benefits to students from cooperative learning experiences have been well documented.

( Jordan& Metaias, 1997; Kamps& Daoust, 1994; Slavin, 1995 )

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Introduction

Little study is known about what happens in groups to facilitate learning and what perceptions students have of their cooperative learning experiences.

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Introduction

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Purpose::

to investigate students’ perceptions of what happens during their cooperative learning experiences

Research Questions

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Q1: What are the effects of structured and unstructured cooperative learning experiences on students’ behaviors, interaction, and learning?

Q1: What are the effects of structured and unstructured cooperative learning experiences on students’ behaviors, interaction, and learning?

Q2: Do students’ perceptions of what happens during cooperative learning differ for students in structured and unstructured groups?

Q2: Do students’ perceptions of what happens during cooperative learning differ for students in structured and unstructured groups?

Participants

Methodology

Procedure of the Study Procedure of the Study

Experimental Design Experimental Design

Instruments Instruments

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Data Analysis Data Analysis

Participants

School

Group

Class

Age

223 students 2000.10 Add Your Text

14 years ( grade 9 ) 2001.10 Add Your Text

Australia

99 students ( structured )124 students ( unstructured )2001.10 Add Your Text

Place

6 schools: 3 ( structured ) 3 ( unstructured )

Number

Mathematics2001.10 Add Your Text

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Procedure

Before

During

During

After

Structured group: task interdependencevs.Unstructured Group: No task interdependence

Group observation by video taped

Placement test

Mathematics& whathappened in the groups questionnaire

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Grouping

Grouping

1 low achiever(bottom 25%)

1 intermediate

achiever(middle 25%)

1 intermediate

achiever(middle 25%)

1 high achiever

(top 25%)

Placement test

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Experimental Design

Structured Group:

Positive interdependence, Individual responsibility, Interpersonal communication, Facilitation of each other’s efforts, Group processing

Treatment

Unstructured Group:

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Simple group work

Group-problem solving

Group-problem solving

Draw on the information

Provequestions

Analyze, synthesize,

critique situations

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Mathematics questionnaire Group

observation

What happened in the groups questionnaire

Instruments

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Group observation

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Cooperative behavior A

Noncooperation behavior

Individual task-oriented behavior

Individual non-task behavior

Protocol:Behavior

( Sharan& Shachar, 1988; Gillies& States, 1996 )

B

C

D

Group observation

Directives (verbal instruction) A

B

3C

4D

E

F

G

3H

4I

Protocol:Interaction

Directives with physical prompt (hand gestures)

Unsolicited explanation (no request to cooperative)

Unsolicited terminal (no request to give short response)

Positive interruption (interjects to help)

Negative interruption (yells out)

Solicited explanation (request for assistance)

Unsolicited terminal (request to give short response)

Nonspecific interaction

(Webb, 1985; Gillies& Ashman, 1998)

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Mathematics questionnaire

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Mathematics questionnaire

Bloom (1956)

Two mathematics teacher

What are square numbers? What is the tenth square number in the sequence?

WHGQ questionnaire

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1 2 3 4 5

strongly disagree strongly agree

Johnson& Johnson, 1990; Gillies& Ashman, 1996

15 items

Crobach’s alpha: 0.78

WHGQ questionnaire Positive interdependence

Interpersonal communication

Facilitation of each other’s effortsWHGQ items

Individual responsibility

Group processing

Motivation

Attitudes

Behaviors20

Data Analysis

Behavior&Interaction

(Q1)

MANCOVAMANCOVAMANCOVAMANCOVA

Perceptions to WHGQ

(Q2)

ANCOVAANCOVAANCOVAANCOVA

Learning(Q1)

MANCOVAMANCOVAMANCOVAMANCOVA

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Results

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The children in the unstructured groups displayed more noncooperation and more individual non-task behaviors than their peers in the structured groups.

Results

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The children in the unstructured groups gave more unsolicited terminal, positive interruption and negative interruption response than the children in the structured groups. The children in the structured groups gave more unsolicited explanations and solicited explanations than their peers in the unstructured groups.

Results

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Mean SD F

Structured 2.07 0.57 15.91

Unstructured 1.63 0.73

Table 3Means and standard deviation of mathematic learning outcome in the structured and unstructured groups

The children in the structured groups attained a higher learning outcome score than their peers in the unstructured groups.

P< 0.001

Results

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Table 3Means and standard deviation of students’ perceptions of what happened in the structured and unstructured groups

The children in the unstructured groups reported group members were less likely to interrupt or cut each other off. They were more likely to listen to each other, ask to each other to elaborate on their points, share their ideas, and help each other than the children in the unstructured groups.

Reflections

？？ Lack of sample items of mathematics questionnaire

？？Reliability of the placement test

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？？Reliability of the mathematicsquestionnaire ？？

Lack of sample items of WHGQ questionnaire

Reflections

？？What the class activity in the unstructured groups？？The criteria of the grouping

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？？？？ How did the participants know

those five elements of CL

How many classes participatedin the study

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