Effects of cooperative and individualistic instruction on the achievement of handicapped, regular, and gifted students

Karl A Smith, David W. Johnson, Roger Johnson

Research output: Contribution to journalArticlepeer-review

22 Scopus citations

Abstract

The effects of cooperative and individualistic learning experiences were compared on achievement of academically handicapped, normal-progress, and gifted sixth-grade students. Fifty-five students were assigned to conditions on a stratified random basis controlling for ability and sex. They participated in one instructional unit for 65 minutes a day for five instructional days. The results indicate that cooperative learning experiences promoted higher achievement, greater retention, more positive attitudes among students, and higher self-esteem than did individualistic learning experiences.

Original languageEnglish (US)
Pages (from-to)277-283
Number of pages7
JournalJournal of Social Psychology
Volume116
Issue number2
DOIs
StatePublished - Apr 1982

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