Structuring collaboration in mixed-ability groups to promote learning, verbal interaction and motivation of average-ability students

M. Saleh, Adrianus W. Lazonder, Ton de Jong

Research output: Contribution to journalArticleAcademicpeer-review

25 Citations (Scopus)

Abstract

Average-ability students often do not take full advantage of learning in mixed-ability groups because they hardly engage in the group interaction. This study examined whether structuring collaboration by group roles and ground rules for helping behavior might help overcome this participatory inequality. In a plant biology course, heterogeneously grouped fourth-grade boys (n=164) were randomly assigned to a structured collaboration condition or an unconstrained comparison condition. Results indicated positive effects of structured collaboration on average-ability students’ achievement, motivation, and contribution to the group interaction. Another positive result was that structuring collaboration did not lower the scores of the high and low-ability students on these measures.
Original languageUndefined
Pages (from-to)314-331
JournalContemporary educational psychology
Volume32
Issue number3
DOIs
Publication statusPublished - 2007

Keywords

  • Individual diVerences
  • Ground rules
  • Group roles
  • Grouping arrangements
  • Verbal interaction
  • METIS-244287
  • IR-78586
  • Collaborative learning

Cite this

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abstract = "Average-ability students often do not take full advantage of learning in mixed-ability groups because they hardly engage in the group interaction. This study examined whether structuring collaboration by group roles and ground rules for helping behavior might help overcome this participatory inequality. In a plant biology course, heterogeneously grouped fourth-grade boys (n=164) were randomly assigned to a structured collaboration condition or an unconstrained comparison condition. Results indicated positive effects of structured collaboration on average-ability students’ achievement, motivation, and contribution to the group interaction. Another positive result was that structuring collaboration did not lower the scores of the high and low-ability students on these measures.",
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Structuring collaboration in mixed-ability groups to promote learning, verbal interaction and motivation of average-ability students. / Saleh, M.; Lazonder, Adrianus W.; de Jong, Ton.

In: Contemporary educational psychology, Vol. 32, No. 3, 2007, p. 314-331.

Research output: Contribution to journalArticleAcademicpeer-review

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AU - Lazonder, Adrianus W.

AU - de Jong, Ton

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AB - Average-ability students often do not take full advantage of learning in mixed-ability groups because they hardly engage in the group interaction. This study examined whether structuring collaboration by group roles and ground rules for helping behavior might help overcome this participatory inequality. In a plant biology course, heterogeneously grouped fourth-grade boys (n=164) were randomly assigned to a structured collaboration condition or an unconstrained comparison condition. Results indicated positive effects of structured collaboration on average-ability students’ achievement, motivation, and contribution to the group interaction. Another positive result was that structuring collaboration did not lower the scores of the high and low-ability students on these measures.

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KW - Ground rules

KW - Group roles

KW - Grouping arrangements

KW - Verbal interaction

KW - METIS-244287

KW - IR-78586

KW - Collaborative learning

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