Abstract
ABSTRACT The present study examined the effects of two variations of numbered heads together (NHT), a cooperative learning strategy, on the academic performance of 24, second-grade males enrolled in an inclusion class in Kuwait. Using a pre-experimental, A–B–BC single-case research design, researchers found that (a) both NHT versions were more effective than hand raising (HR) in improving students’ daily ESL quiz scores; (b) the addition of incentives further improved student quiz performance over NHT conditions; and (c) the classroom teacher reported that the interventions were effective and socially acceptable. Implications for future research and practice are discussed.
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