To what extent do cooperative group roles increase pupils’ participation in a mixed-ability group setting?
A common area of concern in our group was the motivation in our pupils; through everyday classroom observations it was evident motivation was significantly reduced when taking part in individual study. We decided to explore new teaching strategies and agreed to base our study around measuring the extent to which cooperative group roles increase pupil motivation. Slavin (1984) argued that when working in small cooperative groups, motivation is promoted by making pupils aware their success is dependent on the participation of the full group, thus encouraging pupils to support each other’s learning. It is for this reason, I have chosen to undertake the enquiry on whether cooperative group roles have an effect on pupil motivation.
The main aim of this enquiry was to understand whether pupil motivation increased when pupils participated in cooperative group roles rather than individual study.