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Article: Effects of cooperative learning on second graders' learning from text

TitleEffects of cooperative learning on second graders' learning from text
Authors
KeywordsCooperative learning
Motivation
Reading comprehension
Issue Date2008
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2008, v. 28 n. 5, p. 567-582 How to Cite?
AbstractTwo studies were conducted to investigate the effects of cooperative learning on second-graders' motivation and learning from text. In Study 1, students (n = 160) in cooperative learning groups were compared with their counterparts (n = 107) in traditional instruction groups. The results revealed a statistically significant difference between the two groups, with more favourable perceptions of teachers' instructional practices and better reading comprehension in the instructional intervention groups than in the traditional instruction groups. In Study 2, 51 second-graders participated in the instructional intervention programme. The results showed that students' positive cooperative behaviour and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension.
Persistent Identifierhttp://hdl.handle.net/10722/60109
ISSN
2015 Impact Factor: 1.157
2015 SCImago Journal Rankings: 0.750
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLaw, YKen_HK
dc.date.accessioned2010-05-31T04:03:46Z-
dc.date.available2010-05-31T04:03:46Z-
dc.date.issued2008en_HK
dc.identifier.citationEducational Psychology, 2008, v. 28 n. 5, p. 567-582en_HK
dc.identifier.issn0144-3410en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60109-
dc.description.abstractTwo studies were conducted to investigate the effects of cooperative learning on second-graders' motivation and learning from text. In Study 1, students (n = 160) in cooperative learning groups were compared with their counterparts (n = 107) in traditional instruction groups. The results revealed a statistically significant difference between the two groups, with more favourable perceptions of teachers' instructional practices and better reading comprehension in the instructional intervention groups than in the traditional instruction groups. In Study 2, 51 second-graders participated in the instructional intervention programme. The results showed that students' positive cooperative behaviour and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.aspen_HK
dc.relation.ispartofEducational Psychologyen_HK
dc.subjectCooperative learningen_HK
dc.subjectMotivationen_HK
dc.subjectReading comprehensionen_HK
dc.titleEffects of cooperative learning on second graders' learning from texten_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0144-3410&volume=28&spage=567&epage=582&date=2008&atitle=Effects+of+cooperative+learning+on+second+graders’+learning+from+texten_HK
dc.identifier.emailLaw, YK: yklaw@hkucc.hku.hken_HK
dc.identifier.authorityLaw, YK=rp00922en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/01443410701880159en_HK
dc.identifier.scopuseid_2-s2.0-47749133782en_HK
dc.identifier.hkuros156013en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-47749133782&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume28en_HK
dc.identifier.issue5en_HK
dc.identifier.spage567en_HK
dc.identifier.epage582en_HK
dc.identifier.isiWOS:000257592500006-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLaw, YK=7006095372en_HK
dc.identifier.citeulike3114949-

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