Title

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.

Document Type

Peer-Reviewed Article

Publication Date

1985

Publisher

The Journal of Psychology

Language

English

College

David O. McKay School of Education

Department

Counseling Psychology and Special Education

University Standing at Time of Publication

Full Professor

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