Impact of positive interdependence during electronic quizzes on discourse and achievement

Murray S Jensen, David W. Johnson, Roger T. Johnson

Research output: Contribution to journalArticle

23 Citations (Scopus)

Abstract

The authors examined the effects of positive interdependence vs. no interdependence on students' academic achievement. Participants included 151 U.S. college students who took weekly electronic quizzes on which they could interact with group mates in a chat room. In the positive interdependence condition, 1 member was chosen at random, and his or her score was given to all members of the group. In the no-interdependence condition, each group member received his or her own score on each quiz. Achievement was measured by biweekly examinations that students took by themselves and that produced their own independent scores. Students in the positive-interdependence condition engaged in significantly more interaction and more promotive interaction while taking the electronic quizzes and achieved higher scores on the subsequent examinations taken individually.

Original languageEnglish (US)
Pages (from-to)161-166
Number of pages6
JournalJournal of Educational Research
Volume95
Issue number3
DOIs
StatePublished - Jan 1 2002

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quiz
interdependence
electronics
discourse
student
examination
chat
interaction
group membership
academic achievement
Group

Keywords

  • Achievement
  • Cooperation
  • Electronic quizzes

Cite this

Impact of positive interdependence during electronic quizzes on discourse and achievement. / Jensen, Murray S; Johnson, David W.; Johnson, Roger T.

In: Journal of Educational Research, Vol. 95, No. 3, 01.01.2002, p. 161-166.

Research output: Contribution to journalArticle

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