Effects of cooperative and individualistic instruction on the achievement of handicapped, regular, and gifted students

Karl A Smith; David W. Johnson; Roger Johnson

doi:10.1080/00224545.1982.9922781

Effects of cooperative and individualistic instruction on the achievement of handicapped, regular, and gifted students

Karl A Smith, David W. Johnson, Roger Johnson

Curriculum and Instruction

Research output: Contribution to journal › Article › peer-review

22 Scopus citations

Abstract

The effects of cooperative and individualistic learning experiences were compared on achievement of academically handicapped, normal-progress, and gifted sixth-grade students. Fifty-five students were assigned to conditions on a stratified random basis controlling for ability and sex. They participated in one instructional unit for 65 minutes a day for five instructional days. The results indicate that cooperative learning experiences promoted higher achievement, greater retention, more positive attitudes among students, and higher self-esteem than did individualistic learning experiences.

Original language	English (US)
Pages (from-to)	277-283
Number of pages	7
Journal	Journal of Social Psychology
Volume	116
Issue number	2
DOIs	https://doi.org/10.1080/00224545.1982.9922781
State	Published - Apr 1982

Bibliographical note

Funding Information:
* Received in the Editorial Office, Provincetown, Massachusetts, on April 28, 1981. Copyright, 1982, by The Journal Press. I This research was supported in part by the United States Department of Education, Office of Special Education, Grant No. G-79-2006,

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Effects of cooperative and individualistic instruction on the achievement of handicapped, regular, and gifted students

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