The aim of the enquiry was to analyse the impact that withholding the role of the reporter had on individual pupil participation. The questions that surrounded this were; would withholding the information about who would be reporting back impact the children and their performance as a group or would this have little to no effect on the group dynamic and their performance.
The study would be held over a 4 week period. Lessons would be chosen from different areas within the curriculum that each teacher felt suited the needs of the learners within their individual classroom environments. The enquiry was carried out by teachers with children across different stages in a primary school setting.
Information would be gathered through teacher observations, pupil engagement and pupil questionnaires. Within weeks 1 and 2 children were made aware which child would be reporting back their group’s findings. Within weeks 3 and 4 children were told that the role of the reporter would be given out at the end.
Findings varied due to the short timescale of the study. Overall the findings suggest that by withholding the role until the end of the session resulted in higher pupil engagement. When asked children felt a sense of accountability in ensuring their team worked well. Results also found that children who were likely to work well alone also seemed to work within a group context.
Cooperative learning promotes many skills that children will need in their future. By allowing children to work with a diverse array of children with different and unique skills will benefit them as they join the workforce. Therefore, cooperative learning will be common practice in the way these teachers engage with their learners.