Location of Repository

Social effects of collaborative learning in primary schools

By Andrew Kenneth Tolmie, Keith J. Topping, Donald Christie, Caroline Donaldson, Christine Howe, Emma Jessiman, Kay Livingston and Allen Thurston

Abstract

There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme involving 575 students 9-12 years old in single- and mixed-age classes across urban and rural schools. Data were also collected on student interactions and teacher ratings of their group-work skills. Analysis of variance revealed significant gains for both types of relation. Multilevel modelling indicated that better work relations were the product of improving group skills, which offset tensions produced by transactive dialogue, and this effect fed through in turn to play relations. Although before intervention rural children were familiar with each other neither this nor age mix affected outcomes. The results suggest the social benefits of collaborative learning are a separate outcome of group work, rather than being either a pre-condition for, or a direct consequence of successful activity, but that initial training in group skills may serve to enhance these benefits. © 2009 Elsevier Ltd. All rights reserved

Year: 2010
OAI identifier: oai:eresearch.qmu.ac.uk:719
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • http://eresearch.qmu.ac.uk/719... (external link)
  • http://dx.doi.org/10.1016/j.le... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.