Cooperative Experiences Research Articles

Effects of cooperative and individualistic instruction on the achievement of handicapped, regular, and gifted students.

Summary The effects of cooperative and individualistic learning experiences were compared on achievement of academically handicapped, normal-progress, and gifted sixth-grade students. Fifty-five students were assigned to conditions on a stratified random basis controlling for ability and sex. They participated in one instructional unit for 65 minutes a day for five instructional days. The results indicate that cooperative learning experiences promoted higher achievement, greater retention, more positive attitudes among students, and higher self-esteem than did individualistic learning experiences.

Moral Judgments by Children of the Intentional Behavior of Friends and Strangers

Abstract Piaget's suggestion that cooperation influences the child's use of intention-ality was studied by testing 84 first-, second-, and third-grade boys and girls with modified moral judgment stories. Both friends and strangers were judged in the context of two different story types. It was expected that intentions would be utilized to a greater degree when judging friends owing to previous cooperative experiences with friends. A significant story character by story type interaction (p < .001) was found and indicated an apparent acceleration in the child's use of intentionality in stories where consideration of intentions lead to the less severe judgments of friends. Results were discussed in terms of the child's selective use of intentionality.

Building Friendships Between Handicapped and Nonhandicapped Students: Effects of Cooperative and Individualistic Instruction

The effects of cooperative and individualistic learning experiences were compared on interpersonal attraction between handicapped and non-handicapped third-grade students. Forty students were assigned to conditions on a stratified random basis controlling for handicap, ability, sex, and peer popularity. Students participated in an instructional math unit for 25 minutes a day for 16 instructional days. Type of interaction within the instructional situation, interpersonal attraction, and frequency of interaction in a free-choice, postinstructional situation were measured. Three attitude scales were also given. The results indicate that cooperative learning experiences, compared with individualistic ones, promote more cross-handicapped interaction during instruction; promote interaction characterized by involving handicapped students in the learning activities, giving them assistance, and encouraging them to achieve; promote more cross-handicap friendships; and promote more cross-handicap interaction during postinstructional free-time.

Effects of cooperative and individualistic learning experiences on interethnic interaction.

Effects of cooperative and individualistic learning experiences on interethnic interaction.

Building Positive Attitudes by Using Cooperative Learning Groups

ABSTRACT This article describes the teacher's role in using cooperative learning groups to teach junior high school introductory French classes. It also describes the results of an evaluation of how cooperative learning experiences affect (1) the students' attitudes toward French, (2) their relationships with peers and the teacher, and (3) the perceived impact of the cooperative learning experiences on their motivation to learn French, the personal benefits they received from the group experiences, and their attitudes toward learning in groups. Cooperative learning experiences promoted positive attitudes among students toward all of these aspects of learning French.

Cooperative and Individualistic Experiences among Disabled and Normal Children

Summary The effects of cooperative and individual learning experiences on friendly and hostile interaction between normal-progress and learning-disabled children in free-choice, postinstructional situations were studied. Twelve second and third grade elementary school boys participated in a study utilizing swimming classes. Three normal-progress and three learning-disabled Ss were assigned to each condition. Ss participated in a nine-day swimming course, learning swimming skills either individually or in cooperatively structured pairs. The results indicate that more friendly interactions in the postinstructional, free-swim periods occurred in the cooperative compared to the individual condition. More hostile interactions occurred in the individual condition. Learning-disabled Ss were ignored by their normal-progress peers more in the individual condition. Learning-disabled Ss in the cooperative condition learned more swimming skills than did their counterparts in the individual condition.

Students' Perceptions of and Preferences for Cooperative and Competitive Learning Experiences

Percentages of responses to a specially constructed questionnaire showed the majority of 36 children in Grade 6 of a traditional school, 40 in an open school and 34 high school students in a traditional school suggested children perceived their schools as competitively structured but preferred cooperative experience.

Developing Effective Home Rooms

Previous articleNext article No AccessDeveloping Effective Home RoomsJohn W. McFarlandJohn W. McFarland Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 61, Number 7Oct., 1953 Article DOIhttps://doi.org/10.1086/442039 Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1953 The University of ChicagoPDF download Crossref reports no articles citing this article.