Cooperative Learning and Student Motivation

Nichols, Joe D.; Miller, Raymond B.

doi:10.1006/ceps.1994.1015

Cited by 120 publications

(86 citation statements)

References 2 publications

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“…They are in control of their own academic growth which prepares them to be "strategic, flexible, self-aware, and motivated problem solvers in mathematics (Madden et al, 1997). These students see improvements in their achievement test scores (Madden et al, 1997) and drive to succeed (Nichols & Miller, 1994).…”

Section: Benefitsmentioning

confidence: 99%

“…Their enjoyment of gaining knowledge leads them to be more persistent, have a higher view of their ability to succeed, and be more likely to strive to achieve than those who work alone (Nichols & Miller, 1994;Yamaguchi, 2003). "Students in the cooperative learning classroom exhibited significantly greater gains in achievement than the control group in algebra achievement, efficacy, intrinsic valuing of algebra, and learning goal orientation" (Nichol & Miller, 1994, p. 167).…”

Section: Benefitsmentioning

confidence: 99%

“…All students can reach success as long as they reach the level of proficiency (Madden et al, 1997). When children realize that their ability to obtain rewards is based on their fellow group member's progress, they will be more willing to encourage and explain the concept to their teammates (Nichols & Miller 1994).…”

Section: Benefitsmentioning

confidence: 99%

“…During this time monitoring is in place to ensure no cheating occurs and to help students in reading the problem (Fuchs et al, 2002). If students were not pleased with their posttest score, they were permitted to take an equivalent form of the posttest (Nichols & Miller 1994). …”

Section: Program Structurementioning

confidence: 99%

“…This opportunity apart from cooperative learning has been found to increase the students' confidence and desire to set benchmarks to achieve (Nichols & Miller 1994). In the end, groups of students should be rewarded based on increase in progress rather than achievement (Nichol & Miller, 1994).…”

Section: Program Structurementioning

confidence: 99%

See 4 more Smart Citations

An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

Grimm¹

2004

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Section: Benefitsmentioning

confidence: 99%

Section: Benefitsmentioning

confidence: 99%

Section: Benefitsmentioning

confidence: 99%

Section: Program Structurementioning

confidence: 99%

Section: Program Structurementioning

confidence: 99%

See 3 more Smart Citations

An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

Grimm¹

2004

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Achievement Motives and Goals: A Developmental Analysis

Elliot

Conroy

Barron

et al. 2010

The Handbook of Life‐Span Development

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Visuospatial counter‐interrogation strategies by liars familiar with the alibi setting

Deeb

Granhag

Vrij

et al. 2018

Applied Cognitive Psychology

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SummaryThis study examines counter-interrogation strategies employed by liars giving false alibis. Participants (N = 144) visited a restaurant to buy a sandwich (truth-tellers) or to use it as a false alibi (liars). Half of the liars were informed they might be asked for a drawing of the alibi setting if interviewed (informed liars). Participants spent either 10 min (high familiarity condition) or 30 s (low familiarity condition) in the restaurant. All participants were asked to provide two visuospatial statements, which were assessed for salient details, nonsalient details, between-statement consistency, and statement-alibi setting consistency. Informed liars provided significantly more salient and nonsalient details than uninformed liars and truth-tellers, particularly in the high familiarity condition. No differences emerged for statement consistency types. The results suggest that liars are more concerned than truth-tellers about making a positive impression on the interviewer, and they fail to accurately reflect on truth-tellers' visuospatial statements. | INTRODUCTIONConsider a man who travels by car from the place where he lives to a distant city that he has never visited before. The man books a room in a hotel for one night. On that evening, the man targets a woman walking on the streets, abducts her in his car, and strangles her in a nearby scrapyard. The murderer then goes to a nearby pub for two hours and returns back to the hotel afterwards. On the next day, he goes to his workplace, acting as if nothing has happened. Consider another incident in which a woman murders someone in her neighbourhood and heads immediately afterwards to a festival that is hosted for the first time in the city. The woman stays there for half an hour before going home. Now, imagine that these two murderers were suspected by the police and questioned about the relevant crime. The suspects say they were at the pub/festival when the crime occurred, giving a false alibi.Investigators may want to establish if the suspects were in the claimed alibi location at the time the crime occurred. This can be determined if detailed questions about the alibi setting are asked. For the first case, investigators may come to know that the murderer booked a room for one night in a hotel situated near the crime location, so if he was in the pub, it would probably have been on the same night. Detailed questions about the suspect's stay at the pub may clarify whether he was there and the time he might have been there. For the second case, the suspect may also be asked detailed questions about the festival, which has never happened previously in the city. Hence, asking the suspect about the setting, decoration, bands' appearances, and order, among others, would assist officers in understanding whether the suspect was there or not. Now, imagine that the same murderers, before committing the crime, explored interview techniques that investigators employ. Knowing the type of questions that officers ask during interviews will help the murderers prepar...

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Cooperative Learning and Student Motivation

Cited by 120 publications

References 2 publications

An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

Achievement Motives and Goals: A Developmental Analysis

Visuospatial counter‐interrogation strategies by liars familiar with the alibi setting

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