Louise Hawthorne

Maths

St. Ambrose High

  • Cooperative Learning

What happens when roles are introduced within group work in the classroom?

Rationale

Through the initial discussion, our group recognised that a challenge we often came up against in the classroom was the lack of motivation and participation in certain pupils when asked to partake in cooperative learning tasks. Johnson & Johnson, (1989) state that “Co-operative work results in all participants striving for mutual benefit and gain from each other’s efforts”. Therefore, we decided that we would concentrate our enquiry on the introduction of group roles to cooperative learning.
However, one of the current educational issues is that there remains a strong correlation between a pupil’s socio-economic status and their educational attainment (Sosu and Ellis, 2014). As pupils from disadvantaged backgrounds have a higher chance of not succeeding in school (Department for Education, 2015) we agreed to focus specifically on the impact introducing group roles has on pupils from Scottish Index of Multiple Deprivation (SIMD) groups 1 and 2.

Aims

The main aim of this enquiry was to understand if assigning roles within a cooperative learning group would impact the motivation and participation levels of pupils from SIMD groups 1 and 2.

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