Impact of Group Processing on Achievement in Cooperative Groups

David W. Johnson · Roger T. Johnson · Mary Beth Stanne · Antoine M. Garibaldi

243 citations0/0 files storedThe Journal of Social Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Innovative Teaching and Learning Methods Problem and Project Based Learning Team Dynamics and Performance

Abstract

Group processing was examined as a variable mediating the relationship between cooperative learning and achievement. Group processing may be defined as a review of a group session to describe the member actions that were helpful and unhelpful and to decide what actions to continue or change. Four conditions were included in the study: cooperative learning with no processing, cooperative learning with teacher-led processing (the teacher specified what cooperative skills to use, observed, and gave whole-class feedback about how well students were using the skills), cooperative learning with teacher- and student-led processing (the teacher specified what cooperative skills to use, observed, gave whole-class feedback about how well students were using the skills, and had groups discuss how well they interacted as a group), and individual learning. Forty-eight high-ability Black American high-school seniors and entering college freshmen at Xavier University were given a complex computer-assisted problem-solving assignment. Students in the three cooperative conditions performed better than those in the individual condition. The combination of teacher- and student-led processing resulted in greater problem-solving success and achievement in the cooperative conditions.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 243 citations exist upstream.

References

1998Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning 1975Joining Together: Group Theory and Group Skills 1981Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis.2021The Jigsaw Classroom 2010Journal of Applied Social Psychology 1986Circles of learning: Cooperation in the classroom 1980Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations 1977The Differential Impact of Abstract vs. Concrete Information on Decisions1

Cited by

2004Reflexivity for Team Innovation in China 2015Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation 2003When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom 2010Task-related and social regulation during online collaborative learning 2012Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.