TY - JOUR
T1 - Academic achievement of elementary school children in small-group versus whole-class instruction
AU - Sharan, Shlomo
AU - Ackerman, Zalman
AU - Hertz-Lazarowitz, Rachel
PY - 1979/12
Y1 - 1979/12
N2 - A three week experiment was conducted comparing the academic achievement of pupils in five classrooms (N = 108) taught in small cooperative groups against that of pupils from five classes (N = 109) taught in the traditional whole-class approach. Special achievement tests were prepared for each grade level, two through six. These tests were constructed with items requiring responses at low and high levels of cognitive functioning. Pupils in grades two, four, and six from small-group classrooms excelled on high level items as predicted. Pupils in the fifth grade produced superior answers on questions requiring original contributions. Achievement scores of both groups did not differ on items measuring low level cognitive functioning.
AB - A three week experiment was conducted comparing the academic achievement of pupils in five classrooms (N = 108) taught in small cooperative groups against that of pupils from five classes (N = 109) taught in the traditional whole-class approach. Special achievement tests were prepared for each grade level, two through six. These tests were constructed with items requiring responses at low and high levels of cognitive functioning. Pupils in grades two, four, and six from small-group classrooms excelled on high level items as predicted. Pupils in the fifth grade produced superior answers on questions requiring original contributions. Achievement scores of both groups did not differ on items measuring low level cognitive functioning.
UR - http://www.scopus.com/inward/record.url?scp=10144253202&partnerID=8YFLogxK
U2 - 10.1080/00220973.1979.11011725
DO - 10.1080/00220973.1979.11011725
M3 - Article
AN - SCOPUS:10144253202
SN - 0022-0973
VL - 48
SP - 125
EP - 129
JO - Journal of Experimental Education
JF - Journal of Experimental Education
IS - 2
ER -
