Academic achievement with cooperative learning using homogeneous and heterogeneous groups. (15th October 2020)

• Record Type: Journal Article
• Authors: Wyman, Patricia J.; Watson, Scott B.
• Is Part Of: School science and mathematics. Volume 120:Number 6(2020)
• Page Start: 356
• Page End: 363
• Publication Date: 2020-10-15
• Subjects: cooperative learning -- heterogenous grouping -- homogenous grouping -- Kagan Cooperative Learning; Science -- Study and teaching (Secondary) -- Periodicals; Mathematics -- Study and teaching (Secondary) -- Periodicals; 507.12
• DOI: 10.1111/ssm.12427
• Languages: English
• ISSNs: 0036-6803

Abstract

Abstract: Cooperative learning is a proven teaching strategy that teachers have been using for over 40 years. Teachers often group students heterogeneously so that students who are lower achieving are learning with and from higher achieving students. The purpose of this study was to test homogeneous and heterogeneous grouping while using cooperative learning teaching structure. This study aimed to answer the question of whether students be grouped homogeneously or heterogeneously while participating in cooperative learning. The primary research design for this study was a quasi‐experimental nonequivalent control‐group design. A convenience sample of fifth‐grade students was drawn from a Georgia elementary school in the 2017–2018 school year. The data were analyzed using analysis of covariance (ANCOVA) and paired samples t tests. The ANCOVA was run to compare the scores from the FOSS Survey/Posttest, and the analysis showed no significant difference between the homogeneous and heterogeneous group posttest scores. Both groups made significant gains (as shown by the results of the paired samples t ‐tests).