Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-27T18:27:54.409Z Has data issue: false hasContentIssue false
  • English
  • Français

The effects of different ability compositions on cooperative group behaviours

Published online by Cambridge University Press:  12 February 2016

Robyn M. Gillies
Robyn M. Gillies*
Affiliation:
Graduate School of Education, The University of Queensland
*
Graduate School of Education, The University of Queensland, Brisbane 4072, Ph: (07) 3365 6541, Fax: (07) 3365 7199, [email protected]
Get access

Abstract

This study examined the effects of different ability compositions on students' behaviours in structured cooperative groups. One hundred and sixty, Year 6 children worked on class-based activities in one of four, gender-balanced, mixed-ability groups (high-medium-low; high-medium; medium-low; high-low). The results showed initially that the children in the three-ability level condition (high-medium-low) exhibited significantly more cooperative and helping behaviours than their peers in the two-ability conditions at the first observation period (Week 3). However, by the completion of the study (Week 6), there were no significant differences in the cooperative and helping behaviours of the children in the two-and three-ability level conditions. It appeared that as the children had more opportunities to work together, they became more responsive to each others' needs and demonstrated more cooperative and helping behaviours. Reasons for these results are discussed.

Type
Research Papers
Information
Journal of Psychologists and Counsellors in Schools , Volume 8 , November 1998 , pp. 39 - 48
Copyright
Copyright © Cambridge University Press 1998

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allen, V. (1976). Children helping children: Psychological processes in tutoring. In Levin, J. & Allen, V. (Eds.), Cognitive learning in children: Theories and strategies (pp. 241–290). New York: Academic Press.Google Scholar
Bennett, N. (1991). Cooperative learning in classrooms: process and outcomes. Journal of Child Psychology and Psychiatry, 32,581–594.CrossRefGoogle Scholar
Bloom, B. (1976). Human characteristics and school learning. New York: McGraw Hill.Google Scholar
Bossert, S. T. (1988). Cooperative activities in the classroom. Review of Research in Education, 15, 225–250.Google Scholar
Cohen, E. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1–35.CrossRefGoogle Scholar
Damon, W., & Phelps, E. (1989). Critical distinctions among three approaches to peer education. International journal of Educational Research, 13, 9–19.CrossRefGoogle Scholar
Gillies, R. & Ashman, A. (1996). Teaching collaborative skills to primary school children in classroom-based workgroups. Learning and Instruction, 6, 187–200.CrossRefGoogle Scholar
Harrop, A. & Daniels, M. (1986). Methods of time sampling: A reappraisal of momentary time sampling and partial interval recording. Journal of Applied Behavior Analysis, 19, 73–77.CrossRefGoogle ScholarPubMed
Howe, C., Tolmie, A., Greer, K., & Mackenzie, M. (1995). Peer collaboration and conceptual growth in physics: Task influences on children's understanding of heating and cooling. Cognition and Instruction, 13, 483–503.CrossRefGoogle Scholar
Hull, C. & Nie, N. (1981). SPSS Update 7-9. New York: McGraw Hill.Google Scholar
Ivey, A. (1994). Intentional interviewing and counseling (3rd ed.). Pacific Grove, CA: Brooks/Cole.Google Scholar
Johnson, D.W., & Johnson, R.T. (1990). Cooperative learning and achievement. In Sharan, S. (Ed.). Cooperative learning: Theory and research (pp.23–37).Google Scholar
Johnson, D.W., & Johnson, R.T. (1989). Cooperation and competition: Theory and research. Edina, Minnesota: Interaction.Google Scholar
King, A. (1990). Enhancing peer interaction and learning in the classroom through reciprocal questioning. American Educational Research Journal, 27, 664–687.CrossRefGoogle Scholar
Knight, G., & Bohlmeyer, E. (1990). Cooperative learning and achievement: methods for assessing causal mechanisms. In Sharan, S. (Ed.), Cooperative learning theory and research (pp. 1–22). New York: Praeger.Google Scholar
Lou, Y., Abrami, P., Spence, J., Poulsen, C., Chambers, B., & d'Apollonia, . (1996). Within-class grouping. Paper presented at the annual general meetings of the American Educational Research Association in San Francisco and New York.Google Scholar
Ross, J. & Raphael, D. (1990). Communication and problem solving achievements in cooperative learning groups. Journal of Curriculum Studies, 22, 149–164.CrossRefGoogle Scholar
Shachar, H. & Sharan, S. (1994). Talking, relating, and achieving: Effects of cooperative learning and whole-class instruction. Cognition and Instruction, 12, 313–353.CrossRefGoogle Scholar
Sharan, S., & Shachar, H. (1988). Language and learning in the cooperative classroom. New York: Springer-Verlag.CrossRefGoogle Scholar
Sharan, S., & Shaulov, A. (1990). Cooperative learning, motivation to learn, and academic achievement. In Sharan, S. (Ed.), Cooperative learning theory and research (pp. 173–202). New York: Praeger.Google Scholar
Stevens, R. & Slavin, R. (1995a). Effects of a cooperative learning approach in reading and writing on academically handicapped and nonhandicapped students. The Elementary School Journal, 95, 241–262.CrossRefGoogle Scholar
Stevens, R. & Slavin, R. (1995b). The cooperative elementary school: Effects on students' achievements, attitudes, and social relations. American Educational Research Journal, 32, 321–351.CrossRefGoogle Scholar
Webb, N. (1984). Sex differences in interaction and achievement in cooperative small groups. Journal of Educational Psychology, 75, 33–44.CrossRefGoogle Scholar
Webb, N. (1985). Student interaction and learning in small groups: A research summary. In Slavin, R., Sharon, S., Kagan, S., Hertz-Larowitz, R., Webb, C., & Schmuck, R. (Eds.), Learning to Cooperate, Cooperating to Learn (pp. 5–15). New York: Plenum.Google Scholar
Webb, N. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21–39.CrossRefGoogle Scholar
Webb, N. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal of Research in Mathematics Education, 22, 366–389.CrossRefGoogle Scholar
Webb, N. & Farivar, S. (1994). Promoting helping behavior in cooperative small groups in middle school mathematics. American Educational Research Journal, 31, 369–395.CrossRefGoogle Scholar
Wittrock, M. (1990). Generative processes of comprehension. Educational Psychologist, 24, 345–376.CrossRefGoogle Scholar
Yackel, E., Cobb, P., & Wood, T. (1991). Small group interactions as a source of learning opportunities in second-grade mathematics. Journal of Research in Mathematics Education, 22, 390–408.CrossRefGoogle Scholar