Effects of Cooperative and Individualistic Instruction on the Achievement of Handicapped, Regular, and Gifted Students
- 1 April 1982
- journal article
- research article
- Published by Taylor & Francis in The Journal of Social Psychology
- Vol. 116 (2), 277-283
- https://doi.org/10.1080/00224545.1982.9922781
Abstract
The effects of cooperative and individualistic learning experiences were compared on achievement of academically handicapped, normal-progress, and gifted sixth-grade students. Fifty-five students were assigned to conditions on a stratified random basis controlling for ability and sex. They participated in one instructional unit for 65 minutes a day for five instructional days. The results indicate that cooperative learning experiences promoted higher achievement, greater retention, more positive attitudes among students, and higher self-esteem than did individualistic learning experiences.Keywords
This publication has 4 references indexed in Scilit:
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