Date of Award/Publication
2006
Document Type
Thesis
Abstract
This study investigated the effect of grouping styles, heterogeneous and homogeneous, on gifted students during science cooperative learning activities. A total of 48 students, 24 students from two different fourth grade general education classrooms within the Canandaigua City School District participated in the study. The two classrooms selected were of a fourth grade team with clusters of gifted and talented students. A total of21 males and 27 females participated in this study. Of the 48 students, 38% were classified as gifted within the MST area(s). Direct teacher observation~ questions, and surveys were used to collect data during this study. On the whole, gifted students within the heterogeneous group offered a slightly higher percentage of cognitive input compared to gifted students within the homogeneous group. Perceived positive attitudes about group members were slightly higher for gifted students within a homogeneous (gifted student group) compared to perceived positive attitudes about other group members within a heterogeneous group students. When data was analyzed regarding attitudes toward cooperative learning, gifted students expressed a more favorable attitude toward cooperative learning when in a homogeneous gifted group compared to those in a heterogeneous group.
Recommended Citation
Taylor, Michele, "The Effects of Group Design on Gifted Students in Cooperative Learning" (2006). Mathematical and Computing Sciences Masters. Paper 125.
https://fisherpub.sjf.edu/mathcs_etd_masters/125
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.