Learning in Individual and Small Group Settings. Technical Report No. 7.

Autor/in	Webb, Noreen M.
Titel	Learning in Individual and Small Group Settings. Technical Report No. 7.
Quelle	(1977), (131 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Ability Grouping; Academic Ability; Academic Aptitude; Educational Psychology; Group Dynamics; High School Students; Individual Differences; Learning; Personality; Problem Solving; Research Projects; Secondary Education; Student Characteristics + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Erziehungspsychologie; Pädagogische Psychologie; Gruppendynamik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individueller Unterschied; Lernen; Personalität; Problemlösen; Forschungsvorhaben; Sekundarbereich
Abstract	The present study compared learning in individual and small group settings, accounting for differences between conditions as partly a function of student ability and group process. The study had two parts. Part One provided a comparison of learning in individual and group settings. Students in Part Two performed two tasks, both in individual settings. In Part One, 11th-grade students of average and superior ability were assigned to 12 four-person groups. Subjects in Part Two were 18 students. Results of posttests in Part One showed that the order from best to worst conditions, averaged over ability levels, was: mixed-ability grouping, individual learning, and uniform-ability grouping. Examination of group process showed that in mixed-ability groups, high ability-students explained to less-able members; when in uniform-ability groups, however, highs rarely explained. Those who actively explained showed excellent delayed performance; those who did not explain showed poor delayed performance. Thus, the effect of the learning setting depends on the ability of the student, the ability of the student relative to that of teammates, and the role the student plays in the group. Educational research should closely examine the relation of group process and student characteristics. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01