Effects of Cooperative Versus Individualized Instruction on Student Prosocial Behavior, Attitudes Toward Learning, and Achievement.

Johnson, David W.; And Others

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Peer reviewed

ERIC Number: EJ145643

Record Type: Journal

Publication Date: 1976

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Effects of Cooperative Versus Individualized Instruction on Student Prosocial Behavior, Attitudes Toward Learning, and Achievement

Johnson, David W.; And Others

Journal of Educational Psychology, 68, 4, 446-52, Aug 76

The effects of structuring classroom learning cooperatively or individualistically were compared, and results indicated that cooperative, compared to individualized, learning resulted in greater ability to take the affective perspective of others, more altruism, more positive attitudes toward classroom life, and higher achievement. (Author/BW)

Descriptors: Academic Achievement, Affective Behavior, Altruism, Elementary Education, Group Discussion, Group Instruction, Individual Instruction, Motivation, Prosocial Behavior, School Attitudes, Student Attitudes

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