The Effect of Prolonged Implementation of Cooperative Learning on Social Support Within the Classroom
cooperative learning, social support, classroom
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.
The Journal of Psychology
David O. McKay School of Education
Counseling Psychology and Special Education
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