Individual versus Group Feedback in Cooperative Groups

Abstract

The impact of individual feedback was compared with the impact of group feedback on achievement, attitudes, and behavior in cooperative learning groups. Fifty-six American eighth-grade students studying German were randomly assigned to conditions stratified for academic ability and knowledge of the German language and culture. During an 11-week period, they worked in heterogeneous cooperative learning groups for 14 class sessions. They were trained in the social skills of praising, supporting, asking for information, giving information, asking for help, and giving help. Students received either individual or group feedback in written form only on how frequently members engaged in the targeted behaviors. Individual feedback was more effective than group feedback in increasing students' achievement motivation, actual achievement, uniformity of achievement among group members, and influence toward higher achievement within cooperative learning groups. Individual, compared with group, feedback resulted in more positive relationships among group members and more positive attitudes toward German, the teacher, peers, and themselves.