Cooperative Learning Groups at the College Level: Differential Effects on High, Average, and Low Exam Performers
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
A repeated-measures mixed-design was used in examining the effects of cooperative learning study teams on exam performance for 378 undergraduate students enrolled in one of 10 large sections of an introductory educational psychology course over a two-semester period. Students were assigned to 5-member cooperative groups based on previous exam achievement (low, average, high). Bonuses (20% of exam score) were offered to groups who improved their mean exam performance to a pre-established criterion in the cooperative-group phase. Results yielded an overall effect size of 0.42 for cooperative study versus individual study. Students who had obtained low and average scores on the preceding exam improved significantly during cooperative study, but the previously high achievers decreased somewhat.
- Bruffee, K. A.(1999).Collaborative learning: Higher Education, interdependence, and the authority of knowledge (2nd ed.).Baltimore:Johns Hopkins University Press.
- Cooper, J. L., & Robinson, P. (2000). The argument for making large classes seem small. In J. MacGregor, J. L. Cooper, K. A. Smith, & P. Robinson (Eds.), Strategies for energizing large classes. New Directions for Teaching and Learning, No. 81. San Francisco: Jossey-Bass.
- Hampton, D. R., & Grudnitski, G. (1996). Does cooperative learning mean equal learning? Journal of Education for Business, 7, 5-17.
- Johnson, D. W., & Johnson, R. T. (1992, October). What to say to advocates for the gifted. Educational Leadership, 50, 44-47.
- Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone (4th ed.). Needham Heights, MA: Allyn and Bacon.
- Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998).Cooperative learning returns to college. Change, 30(4), 26-35.
- Kelshaw-Levering, K., Sterling-Turner, H. E., Henry, J. R., & Skinner, C. H. (2000). Randomized interdependent group contingencies: Group reinforcement with a twist. Psychology in the Schools, 37, 523-533.
- Kennett, D. J., & Young, A. M. (1999). Is cooperative learning effective for high achieving entrance students? Implications for policy and teaching resources. Journal of Research and Development in Education, 33, 27-35.
- MacGregor, J., Cooper, J. L., Smith, K. A., & Robinson, P. (Eds.). (2000). Strategies for energizing large classes. New Directions for Teaching and Learning, No. 81. San Francisco: Jossey-Bass.
- McDaniel, E. A., & Colarulli, G. C. (1997). Collaborative teaching in the face of productivity concerns: The dispersed team model. Innovative Higher Education, 22, 19-36.
- Piaget, J. (1926). The language and thought of the child. New York: Harcourt Brace.
- Skinner, C. H., Cashwell, C. S., & Dunn, M. S. (1996). Independent and interdependent group contingencies: Smoothing the rough waters. Special Services in the Schools, 12, 61-78.
- Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning: A reconciliation. Child Development, 55, 1161-1167.
- Slavin, R. E. (1994). Using student team learning (2nd ed.). Baltimore, MD: Johns Hopkins University, Center for Social Organization of Schools.
- Slavin, R. E. (1995). Cooperative learning: Theory, research and practice (2nd ed.). Needham Heights, MA: Allyn and Bacon.
- Slavin, R. E. (1996a). Cooperative learning in middle and secondary schools. The Clearing House, 4, 200-210.
- Slavin, R. E. (1996b). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), 43-69.
- Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69, 21-51.
- Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
- Wallace, M. A., & Williams, R. L. (2003). Multiple-choice exams: Explanations for student choices. Teaching of Psychology, 30, 136-138.
- Cooperative Learning Groups at the College Level: Differential Effects on High, Average, and Low Exam Performers
Journal of Behavioral Education
Volume 13, Issue 1 , pp 37-50
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers-Plenum Publishers
- Additional Links
- cooperative learning
- reward contingency
- post-secondary education
- academic achievement
- mixed design