Affective Outcomes of Cooperative Learning in Social Studies

This paper reports an experimental study involving the use of cooperative learning in a social studies classroom. The outcome variables discussed in the paper are pupil self-esteem and classroom climate. Over the period of the study, cooperative learning did not significantly improve the self-esteem...

Full description

Saved in:
Bibliographic Details
Published in:Asia Pacific journal of education 1997-01, Vol.17 (1), p.67-75
Main Authors: Lee, Christine Kim-Eng, Lim, Tock-Keng, Ng, Maureen
Format: Article
Language:English
Subjects:
affective outcomes
classroom climate
Cooperative learning
pupils' perceptions
self-esteem
social studies
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper reports an experimental study involving the use of cooperative learning in a social studies classroom. The outcome variables discussed in the paper are pupil self-esteem and classroom climate. Over the period of the study, cooperative learning did not significantly improve the self-esteem of the pupils. However, pupils in the experimental group who were taught through the cooperative learning approach perceived classwork to be less difficult than the control pupils who worked individually. The control pupils also reported a decline in satisfaction with classwork and perceived more friction in their class. Interviews with the teacher and pupils showed favourable attitudes toward cooperative learning.
ISSN:0218-8791
1742-6855
DOI:10.1080/02188799708547744