Effects of cooperative versus individualized instruction on student prosocial behavior, attitudes toward learning, and achievement.

Abstract

The effects of structuring classroom learning cooperatively and individualistically were compared on student ability to take the affective perspective of others, altruism, attitudes toward classroom life, and achievement. Thirty fifth-grade, white, working-class students matched on previous achievement in language arts were assigned to cooperative and individualized conditions for learning language arts for 45 to 60 minutes a day for a 17-day period. The results indicate that cooperative, compared to individualized, learning results in greater ability to take the affective perspective of others, more altruism, more positive attitudes toward classroom life, and higher achievement.

Developing grit : a case study of a summer camp, which empowers students with learning disabilities through the use of social-emotional learning

“…Over recent years, programs have cropped up that have shown to successfully teach SEL. These range from partial-year programs, to multiyear programs; however, the most successful programs in this area are programs that incorporate the whole school, and these range from one year to multiple years in length (Johnson & Johnson, 1976).…”

“…Johnson & Johnson (1976), who were conducting novel research in the 1970's, found that cooperative learning, one of the foundational skills of SEL, leads to greater student engagement, higher achievement among students, and more empathy among the student body. They stated, "The way in which teachers structure classroom learning determines the way in which students interact with each other and with the teacher, which in turn affects the cognitive and affective outcomes of instruction" (Johnson & Johnson, 1976. p. 446).…”

“…Although admittedly the results of this study are limited, given that the subjects were exclusively White, middle class, and engaged in language arts curriculum at the time of the study, these researchers began a discussion on cooperative learning that continues even today. Johnson & Johnson (1976) stated, "The impact of cooperative learning on achievement means that if schools wish to prepare students to take proficiency tests to meet local and state standards, the use of cooperative learning should dominate instructional practice" (Zins, Weissberg, Wang & Walberg, 2004, p. 43).…”

“…One such program is the The Three C's Program (Johnson & Johnson, 1976), which stands for cooperative community, constructive conflict resolution, and civic values. According to its authors, these are critical components for a successful social and emotional learning curriculum.…”

“…This program is based on conflict theories and was adapted from several programs that teach pro-social behaviors to enhance peace-making and cooperative behaviors in children, Johnson & Johnson (1976). The SDM/SPS program utilizes skills which have been shown to foster student cooperation and success: peer acceptance and social competence (Elias, 2004).…”