The Effect of Prolonged Implementation of Cooperative Learning on Social Support Within the Classroom
Keywords
cooperative learning, social support, classroom
Abstract
This study was conducted to determine whether cooperative learning experiences are related to social support in the classroom. The relationship between cooperative learning and social support, the impact of prolonged implementation of cooperative learning on social support, and the effect of different frequency of cooperative learning experiences on social support in the classroom were investigated. An instrument measuring social support was administered in November and in January to 91 eighth-grade students from a suburban school district in the Midwest. The results indicate that cooperative learning was highly related to social support within the classroom and that the longer and more frequently students engaged in cooperative learning, the greater the social support within the classroom.
Original Publication Citation
Johnson, D.W., Johnson, R.T., Buckman, L.A., & Richards, P.S. (1985). The effect of prolonged implementation of cooperative learning on social support within the classroom. Journal of Psychology, 119, 405-411.
BYU ScholarsArchive Citation
Johnson, David W.; Johnson, Roger T.; Buckman, Lee A.; and Richards, P. Scott, "The Effect of Prolonged Implementation of Cooperative Learning on Social Support Within the Classroom" (1985). Faculty Publications. 3874.
https://scholarsarchive.byu.edu/facpub/3874
Document Type
Peer-Reviewed Article
Publication Date
1985
Permanent URL
http://hdl.lib.byu.edu/1877/6684
Publisher
The Journal of Psychology
Language
English
College
David O. McKay School of Education
Department
Counseling Psychology and Special Education
Copyright Use Information
http://lib.byu.edu/about/copyright/