Group Investigation Effects on Achievement, Motivation, and Perceptions of Students in Singapore

• Published in: The Journal of educational research (Washington, D.C.) D.C.), 2007-01, Vol.100 (3), p.142-154
• Main Authors: Tan, Ivy Geok Chin, Sharan, Shlomo, Lee, Christine Kim Eng
• Format: Article
• Language: English
• Subjects: Academic Achievement; Academic learning; achievement; and perceptions; Biological and medical sciences; Comparative Analysis; Cooperative Learning; Educational psychology; Elementary school students; Foreign Countries; Fundamental and applied biological sciences. Psychology; Grade 8; group investigation; High Achievement; Learning; Learning Motivation; Low Achievement; Measures (Individuals); Motivation; Pedagogy; Perceptual learning; Posttests; Pretests; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Pupil and student. Academic achievement and failure; Singapore; Student Attitudes; Students; Teachers; Teaching Methods
• ISSN: 0022-0671; 1940-0675
• DOI: 10.3200/JOER.100.3.142-154

In an experiment conducted in 7 eighth-grade (Ages 13-14) classes in Singapore, the authors evaluated the effects of the group investigation method of cooperative learning versus the effects of the traditional whole-class method of instruction on students' academic achievement and on their motivation to learn. The authors also investigated students' perceptions of group investigation. Students in group investigation and in whole-class instruction advanced to the same extent over the course of the experiment. Neither method was more effective academically than the other method. As expected, the high-achieving students had significantly higher academic achievement than did the low-achieving students. The group investigation method did not have differential effects on the 2 groups of high and low achievers. Group investigation affected high achievers' motivation to learn on the Criteria subscale only.