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Article: The effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals, autonomous motivation and reading proficiency

TitleThe effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals, autonomous motivation and reading proficiency
Authors
Issue Date2011
Citation
Journal Of Research In Reading, 2011, v. 34 n. 4, p. 402-425 How to Cite?
AbstractResearch indicates that cooperative learning with teacher-guided instruction is more effective in helping young children to learn than cooperative learning with minimal guidance. In the present study, two different cooperative learning activities (jigsaw and drama) and a control condition (a traditional teacher-led approach) were compared. The participants were 279 Grade 5 Hong Kong students located in nine classrooms. The two experimental conditions emphasised teachers' cognitive support in helping students to understand a text through both teacher-led and student-led activities. Post-test data included a reading comprehension test and three questionnaires that investigated students' goal orientations, initial level of relative autonomy and perceptions of instructional practices. Findings indicate that students in the jigsaw group outperformed students in both the drama group and the control group in the reading comprehension test. The implications of conducting cooperative learning activities with well-planned teacher guidance are discussed. © United Kingdom Literacy Association 2010.
Persistent Identifierhttp://hdl.handle.net/10722/152920
ISSN
2015 Impact Factor: 0.917
2015 SCImago Journal Rankings: 0.829
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLaw, YKen_HK
dc.date.accessioned2012-07-16T09:51:36Z-
dc.date.available2012-07-16T09:51:36Z-
dc.date.issued2011en_HK
dc.identifier.citationJournal Of Research In Reading, 2011, v. 34 n. 4, p. 402-425en_HK
dc.identifier.issn0141-0423en_HK
dc.identifier.urihttp://hdl.handle.net/10722/152920-
dc.description.abstractResearch indicates that cooperative learning with teacher-guided instruction is more effective in helping young children to learn than cooperative learning with minimal guidance. In the present study, two different cooperative learning activities (jigsaw and drama) and a control condition (a traditional teacher-led approach) were compared. The participants were 279 Grade 5 Hong Kong students located in nine classrooms. The two experimental conditions emphasised teachers' cognitive support in helping students to understand a text through both teacher-led and student-led activities. Post-test data included a reading comprehension test and three questionnaires that investigated students' goal orientations, initial level of relative autonomy and perceptions of instructional practices. Findings indicate that students in the jigsaw group outperformed students in both the drama group and the control group in the reading comprehension test. The implications of conducting cooperative learning activities with well-planned teacher guidance are discussed. © United Kingdom Literacy Association 2010.en_HK
dc.languageengen_US
dc.relation.ispartofJournal of Research in Readingen_HK
dc.titleThe effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals, autonomous motivation and reading proficiencyen_HK
dc.typeArticleen_HK
dc.identifier.emailLaw, YK: yklaw@hkucc.hku.hken_HK
dc.identifier.authorityLaw, YK=rp00922en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/j.1467-9817.2010.01445.xen_HK
dc.identifier.scopuseid_2-s2.0-80054080071en_HK
dc.identifier.hkuros201857en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-80054080071&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume34en_HK
dc.identifier.issue4en_HK
dc.identifier.spage402en_HK
dc.identifier.epage425en_HK
dc.identifier.eissn1467-9817-
dc.identifier.isiWOS:000296068400003-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLaw, YK=7006095372en_HK

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