Heterogeneous Grouping as an Element of Cooperative Learning in an Elementary Education Science Course

The purpose of this study was to clarify the effectiveness of heterogeneous grouping as an element of cooperative learning. A pretest-posttest control group design was utilized. The independent variable was the method of arranging groups (heterogeneously or homogeneously). Dependent variables were scores from the NABT/NSTA Biology Exam (1987). Students were administered a questionnaire to determine perceptions of their cooperative learning situation. An analysis of covariance was used as the data analysis procedure for the experimental portion of the study. No significant differences in achievement were found between the two treatment conditions. Results from the student perceptions questionnaire did reveal substantial differences between students in the two treatment conditions, with generally more positive responses given by students in the homogeneous condition.

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