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

Michiel B. Oortwijn*, Monique Boekaerts, Paul Vedder, J.W. Strijbos

*Corresponding author voor dit werk

OnderzoeksoutputAcademicpeer review

36 Citaten (Scopus)

Samenvatting

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. (c) 2007 Elsevier Ltd. All rights reserved.

Originele taal-2English
Pagina's (van-tot)146-159
Aantal pagina's14
TijdschriftLearning and Instruction
Volume18
Nummer van het tijdschrift2
DOI's
StatusPublished - apr.-2008
Extern gepubliceerdJa

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