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Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background
ARTICLE

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Learning and Instruction Volume 18, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Is helping behaviour (i.e., solicited help and peer tutoring) during cooperative learning (CL) related to subsequent learning gains? And can teachers influence pupils' helping behaviour? One hundred and one 5th grade pupils from multiethnic schools, 10–12 years old, participated in the study. Forty-two pupils (31 immigrant pupils) worked in an experimental condition, characterized by the stimulation of solicited high quality help and 59 (24 immigrant pupils) worked in a control condition. It was found that learning gains were predicted positively by pupils' unsolicited helping behaviour (i.e., peer tutoring) and negatively by solicited help. Furthermore, teachers were able to affect pupils' low quality solicited help only. Lastly, immigrant pupils used less helping behaviour than local pupils, irrespective of CL setting.

Citation

Oortwijn, M.B., Boekaerts, M., Vedder, P. & Strijbos, J.W. (2008). Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background. Learning and Instruction, 18(2), 146-159. Elsevier Ltd. Retrieved November 12, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2007.01.014

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