Abstract:
This experimental study examined the effects of cooperative
learning and expliciUimpliGit instruction on student achievement and
attitudes toward working in cooperative groups. Specifically, fourth- and
fifth-grade students (n=48) were randomly assigned to two conditions:
cooperative learning with explicit instruction and cooperative learning with
implicit instruction.
All participants were given initial training either explicitly or
implicitly in cooperative learning procedures via 10 one-hour sessions.
Following the instruction period, all students participated in completing a
group project related to a famous artists unit. It was hypothesized that the
explicit instruction training would enhance students' scores on the famous
artists test and the group projects, as well as improve students' attitudes
toward cooperative learning.
Although the explicit training group did not achieve significantly
higher scores on the famous artists test, significant differences were
found in group project results between the explicit and implicit groups.
The explicit group also exhibited more favourable and positive attitudes
toward cooperative learning. The findings of this study demonstrate that
combining cooperative learning with explicit instruction is an effective
classroom strategy and a useful practice for presenting and learning new
information, as well as working in groups with success.
