The effects of cooperative learning on students with learning difficultiesin the lower elementary school

This study investigated the behaviors, interactions, and learning outcomes of children with learning difficulties who participated in structured and u nstructured group activities. Of the 152 Grade 3 children who worked in fou r-person, gender-balanced groups, 22 children were identified as having lea rning difficulties requiring up to 3 hours of specialist teacher support fo r their learning each week. The children worked in their groups for one 6-w eek social studies unit of work each term for three school terms. The resul ts showed that the children in the structured groups were more involved in group activities and provided more directions and help to other group membe rs than their peers in the unstructured groups. Furthermore, children in th e structured groups obtained a significantly higher performance on the comp rehension questionnaire than children in the unstructured groups (effect si ze = +1.43 standard deviations). Reasons for these differences are discusse d.