Influence of group processing on achievement and perception of social and academic support in elementary inexperienced cooperative learning groups

Bertucci, Andrea, Johnson, David W., Johnson, Roger T. and Conte, Stella (2012) Influence of group processing on achievement and perception of social and academic support in elementary inexperienced cooperative learning groups. Journal of Educational Research, 105 5: 329-335.

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Author Bertucci, Andrea
Johnson, David W.
Johnson, Roger T.
Conte, Stella
Title Influence of group processing on achievement and perception of social and academic support in elementary inexperienced cooperative learning groups
Journal name Journal of Educational Research  (ERA 2012 Listed)    (ERA 2010 Rank B)   Check publisher's open access policy
Publication date 2012-08
Sub-type Article
DOI 10.1080/00220671.2011.627396
Volume number 105
Issue number 5
ISSN 0022-0671;1940-0675
Start page 329
End page 335
Total pages 7
Place of publication Philadelphia, PA, United States
Publisher Routledge
Collection year 2013
Language eng
Abstract Sixty-one elementary school students who had never participated in cooperative learning lessons before were included in this study. Students were randomly assigned to the conditions of cooperative learning with and without group processing and participated to 5 instructional sessions during a period of approximately 15 instructional days. Results on achievement show that by the end of the study students assigned to group processing condition achieved higher than did students assigned to no processing condition. Results on perception of peer academic and personal support and teacher academic and personal support do not show significant differences between the experimental groups.
Keyword Academic achievement
Academic support
Cooperative learning
Group processing
Personal support
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article
Collections: Official 2013 Collection
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Created: Mon, 17 Sep 2012, 12:00:57 EST by Matthew Lamb on behalf of School of Medicine