EXAMINING CLASSROOM LEARNING PREFERENCES AMONG ELEMENTARY SCHOOL STUDENTS
The purpose of this study was to further determine the classroom learning preferences of elementary school students. A measure of cooperative, competitive and individualistic learning preferences (The Social Interdependence Scales, Johnson, & Norem-Hebeisen, 1979), was administered to 138 5th and 6th graders (66 African American and 72 White) attending a school in a low-income community. Results indicated that overall, participants preferred cooperative learning to competitive and individualistic learning. However, African American students reported significantly higher preferences for cooperative learning than did their White counterparts, while the reverse was true for individualistic and competitive learning. Implications and relevance for classroom practices are discussed. It is also argued that future research should include repeated testing of learning preferences and expansion of the work across a wide age range.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
Document Type: Research Article
Publication date: 2005-01-01
More about this publication?
- The Journal's core purpose is scientific communication in the disciplines of Social Psychology, Developmental and Personality Psychology
- Editorial Board
- Information for Authors
- Submit a Paper
- Subscribe to this Title
- Terms & Conditions
- Contact the Publisher
- Manuscript Guidelines
- Ingenta Connect is not responsible for the content or availability of external websites