TY - JOUR
T1 - Improving the effects of group working in classrooms with young school-aged children
T2 - facilitating attainment, interaction and classroom activity
AU - Kutnick, P.
AU - Ota, C.
AU - Berdondini, L.
PY - 2008/2
Y1 - 2008/2
N2 - Within primary school classrooms children are often seated in groups but research shows that pupils do not collaborate or learn effectively within these groups. This study is focused on children 5-7 years old. Using a quasi-experimental design, children in experimental classes undertook relational activities to improve the effectiveness of group working during a school year. Nine hundred and eighty children (from 17 experimental and 21 control classes) were assessed and compared for attainment (reading and mathematics), motivation for group working and behavioural/communicative actions. Over a school year, children in experimental classes improved more than children in control classes with regard to academic attainment, motivation to work with others, group and on-task focus and showed high levels of communicative interaction with partners. It is concluded that young children are capable of engaging in effective group work that promotes academic achievement.
AB - Within primary school classrooms children are often seated in groups but research shows that pupils do not collaborate or learn effectively within these groups. This study is focused on children 5-7 years old. Using a quasi-experimental design, children in experimental classes undertook relational activities to improve the effectiveness of group working during a school year. Nine hundred and eighty children (from 17 experimental and 21 control classes) were assessed and compared for attainment (reading and mathematics), motivation for group working and behavioural/communicative actions. Over a school year, children in experimental classes improved more than children in control classes with regard to academic attainment, motivation to work with others, group and on-task focus and showed high levels of communicative interaction with partners. It is concluded that young children are capable of engaging in effective group work that promotes academic achievement.
KW - relational approach
KW - group work
KW - social pedagogy
U2 - 10.1016/j.learninstruc.2006.12.002
DO - 10.1016/j.learninstruc.2006.12.002
M3 - Article
SN - 0883-0355
VL - 18
SP - 83
EP - 95
JO - International Journal of Educational Research
JF - International Journal of Educational Research
IS - 1
ER -