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Peer reviewedDuren, Phillip E.; Cherrington, April – School Science and Mathematics, 1992
Presents an experiment to examine the relative effects of cooperative groups versus independent practice in helping students encode problem-solving strategies into their long-term memory. Four classes of 126 prealgebra students were randomly assigned to employ the 2 methodologies. Students who practiced in cooperative groups demonstrated greater…
Descriptors: Cognitive Processes, Cooperative Learning, Drills (Practice), Learning Strategies
