HELPING BEHAVIORS AND MATH ACHIEVEMENT GAIN OF STUDENTS USING COOPERATIVE LEARNING

Students (N = 101) in 3 classrooms in grades 3-5 were taught math conc epts in cooperative learning groups of 5-6 students for a 3-week unit. The 3 teachers involved received 9 2-hour training sessions on using cooperative learning during the 5 months prior to the study. Pre- and posttests of achievement were administered. Helping behaviors were tau ght to students for 3 weeks before the math unit and continued to be r einforced during the ensuing 3 weeks. Each student team was videotaped for 30 minutes over the 3-week period while it was engaged in math te amwork. The helping behaviors of each student were coded into 8 catego ries. Results showed that ''giving explanations,'' ''receiving explana tions,'' as well as ''giving and receiving other help'' positively cor related with achievement gains. There was a negative correlation betwe en ''receiving no help after requesting it'' and achievement. These re sults held for both boys and girls in all 3 grades. High achievers gav e more explanations and other help than middle or low achievers. Low a chievers asked for and received explanations and other help more often .