Gender Differences in Cooperative Learning [microform]

Résumé du livre

Differences in achievement were investigated for male and female students taught by either cooperative or competitive teaching methods. University undergraduates were randomly assigned to cooperative or competitive teaching conditions. Participants completed mini-assignments either individually in the competitive condition or with a partner in the cooperative condition. All participants completed a multiple-choice test individually. Although there was no difference on the multiple choice achievement test, achievement on the mini-assignments differed in the predicted direction, with females scoring significantly higher in the cooperative as compared to the competitive condition, while males performed roughly equally under both conditions. These findings are congruent with previous research on cooperative learning in elementary and secondary school students.