The Effects of Cooperative Learning on Students with Learning Difficulties in the Lower Elementary School

Abstract

This study investigated the behaviors, interactions, and learning outcomes of children with learning difficulties who participated in structured and unstructured group activities. Of the 152 Grade 3 children who worked in four-person, gender-balanced groups, 22 children were identified as having learning difficulties requiring up to 3 hours of specialist teacher support for their learning each week. The children worked in their groups for one 6-week social studies unit of work each term for three school terms. The results showed that the children in the structured groups were more involved in group activities and provided more directions and help to other group members than their peers in the unstructured groups. Furthermore, children in the structured groups obtained a significantly higher performance on the comprehension questionnaire than children in the unstructured groups (effect size = +1.43 standard deviations). Reasons for these differences are discussed.

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