Personality and Ability Correlates of Group Interaction and Achievement in Small Groups.

Autor/inn/en	Webb, Noreen M.; Cullian, Linda K.
Titel	Personality and Ability Correlates of Group Interaction and Achievement in Small Groups.
Quelle	(1981), (28 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement; Class Organization; Educational Research; Grade 7; Grade 8; Grade 9; Group Dynamics; Grouping (Instructional Purposes); Interaction Process Analysis; Junior High School Students; Junior High Schools; Mathematics Education; Mathematics Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Performance; Leistung; Bildungsforschung; Pädagogische Forschung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Gruppendynamik; Grouping; Gruppenbildung; Prozessanalyse; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study explored the importance of group interaction for learning. It investigated: (1) the relationship between group interaction and achievement, and whether this relationship was constant across ability levels; and (2) the importance of ability, extroversion-introversion, and group composition as predictors of group interaction. The sample consisted of 96 students in grades 7, 8, and 9 from two average and two above-average general mathematics classes. The topic of the instructional materials was consumer mathematics. Instrumentation used in the study consisted of an achievement test, personality measure, and an observation instrument. The analysis of achievement, interaction in the group, and student and group characteristics revealed three important findings. First, asking a question and receiving no answer was the predominant group interaction variable predicting achievement, with receiving no answers detrimental. Second, the amount of time spent working with other students influenced achievement, but the relationship differed across ability levels. Working with others was beneficial for low ability students but somewhat detrimental for high ability students. Third, the interaction variable asking a question and receiving no answer was predicted from group composition and extroversion-introversion, suggesting that group interaction mediates the effects of some individual and group characteristics on achievement. Further studies with carefully defined combinations of group composition, ability, personality, interaction, and achievement are suggested. (MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC