A multilevel SEM study of classroom talk on cooperative learning and academic achievement: Does cooperative scaffolding matter?. (2020)

• Record Type: Journal Article
• Authors: Chan, Melvin
• Is Part Of: International journal of educational research. Volume 101(2020)
• Publication Date: 2020
• Subjects: Classroom talk -- Student outcomes -- Cooperative learning -- Scaffolding -- Multilevel SEM; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2020.101564
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Five facets of classroom talk. Performative, procedural, clarifying, explaining, connecting. Recitation instruction predicted academic achievement. Recitation instruction educationally valuable when exploratory talk is present. Cooperative scaffolding effective in facilitating productive talk. Abstract: Although exploratory talk between teachers and students and amongst students can promote positive learning experiences and cognitive development, it is the former that has dominated much of contemporary classroom discourse. Research over the past four decades has not provided a convincing response to whether some modes of talk may be more beneficial, and in what order. Using a quantitative approach, students were surveyed on five facets of classroom talk and teacher scaffolding of cooperative learning. Academic performance and background (individual and classroom compositional) characteristics were also examined. Findings are broadly consistent with literature in regard to the dominance of presentational teacher questions. However, conventional recitation instruction appears to be educationally valuable when used skillfully with exploratory talk and cooperative teacher scaffolds.