Interdependence in the classroom: A field study.

Abstract

A field study was conducted in which fifth-grade students spent three class periods per week for 6 weeks in small interdependent learning groups. Each student taught the other members of his or her group a portion (IIn) of the assignment. These students were compared with fifth graders in traditional, teacher-taught (control) classrooms. As hypothesized, students in the interdependent learning groups (experimentals) manifested higher self-esteem than controls and liked groupmates more than other classmates. Further, black and Anglo experimentals increased their liking for school more than control blacks and Anglos. The implications for the use of the interdependent techniques in desegregated classrooms are discussed.

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