Effects of cooperative and individualistic learning on prospective elementary teachers' music achievement and attitudes

The Journal of Social Psychology
N C HwongR T Johnson

Abstract

The effects of cooperative and individualistic learning on the achievement and attitudes of prospective elementary school teachers (non-music majors) in a course in music teaching methods were examined. Forty-three American college students were randomly assigned to conditions stratified on the basis of previous musical experience. Cooperation promoted higher achievement than did individualistic efforts on assignments for which each student's grade was affected by the quality of groupmates' work. In addition, students in the cooperative condition were off-task academically (such as walking around the room) less frequently, initiated fewer interactions with the instructor, perceived the instructor to be more supportive, perceived the grading system to be fairer, and perceived the feedback received as being more helpful.

Citations

Dec 29, 2006·Genetic, Social, and General Psychology Monographs·David W Johnson, Roger T Johnson
Nov 12, 2003·The American Psychologist·David W Johnson
Jun 15, 2017·BMC Veterinary Research·Björn G M EussenRobert Jan Blomme
Jun 4, 2020·BMC Medical Education·Ikuo ShimizuCees van der Vleuten

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