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Behavioural interactions of children in classroom-based work groups

Published online by Cambridge University Press:  12 February 2016

Robyn M. Gillies  and
Adrian F. Ashman
Robyn M. Gillies
Affiliation:
Graduate School of Education, The University of Queensland
Adrian F. Ashman
Affiliation:
Graduate School of Education, The University of Queensland
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Extract

This paper discusses the results of a study which was conducted in 11 classes across three year levels (Years 2, 4, and 6) in four schools in suburban Brisbane. The study had two foci. It was designed firstly, to determine if there were differences between the cooperative behaviours, interactions, and types of language used by the children in the Structured and Unstructured groups; and secondly, to investigate whether there were differences across the year levels in the helping behaviours and interactions of the children in the two conditions. The study showed that when children work in Structured rather than Unstructured groups there are observable differences in the behaviours, interactions and language. The children in the Structured groups were consistently more cooperative and helpful to each other as they tried to involve each other in the learning task. They gave more explanations to assist each other's learning and they used more inclusive language (e.g. frequent use of “we” or “us”). Furthermore, these behaviours were exhibited by the children in the Structured groups across the three year levels. Group condition (Structured or Unstructured) was a significant predictor of group behaviours and interactions, and the type of language used.

Type
Research papers
Information
Journal of Psychologists and Counsellors in Schools , Volume 5 , November 1995 , pp. 67 - 80
Copyright
Copyright © Cambridge University Press 1995

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