Quality of group interaction, ethnic group composition, and individual mathematical learning gains
| Autor: | Mouw, Jolien M., Saab, Nadira, Janssen, Jeroen, Vedder, Paul, Leerstoel van Gog, Education and Learning: Development in Interaction |
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| Přispěvatelé: | Leerstoel van Gog, Education and Learning: Development in Interaction, Research and Evaluation of Educational Effectiveness |
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
Cooperative learning
Social psychology (sociology) Group formation Interaction Social Psychology Sociology and Political Science media_common.quotation_subject Ethnic group Helping behavior STUDENTS Education CLASSROOM Mathematics education Ethnicity Developmental and Educational Psychology ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences Quality (business) PRIOR KNOWLEDGE media_common TEACHERS ROLE SOCIALLY SHARED REGULATION group composition 05 social sciences Multilevel model 050301 education LANGUAGE FACTOR Test (assessment) Mathematics performance DISCOURSE SCHOOL Psychology Sociology of Education HELPING-BEHAVIOR 0503 education Social psychology 050104 developmental & child psychology |
| Zdroj: | Social Psychology of Education, 22(2), 383. Springer Netherlands Social Psychology of Education, 22(2), 383-403. SPRINGER Social Psychology of Education, 22(2), 383-403 |
| ISSN: | 1381-2890 |
| DOI: | 10.1007/s11218-019-09482-w |
| Popis: | High-quality helping behavior is essential for effective peer interaction and learning. This study focused on ethnic group composition and the quality of group interaction as predictors of individual mathematics performance. Video-observations of 92 fifth-grade students working in groups balanced on mathematics performance level were analyzed. We expected a difference in the quality of interaction and test scores of native and non-native students. Multilevel analysis identified process regulation and giving answers as positive predictors of mathematics performance, whereas giving or applying explanations contributed negatively. Non-native students generally had lower achievement scores than native students. Non-native students working in ethnically heterogeneous groups performed better than did students working in homogenous groups. Homogeneous groups used more high-quality helping behaviors and engaged more often in task-oriented behavior. Heterogeneous groups engaged more often in low-quality helping behaviors. Working with native students may have been conducive to non-native students’ understanding of word problems in realistic mathematics education. |
| Databáze: | OpenAIRE |
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