The effectiveness of the learning strategies of cooperative groups and individualized instruction on 5th grade student math performance

This
research will be conducted using 5^th grade classes from three
different schools in order to determine if there is a difference in students’
state test scores depending on if they learned in a cooperative group setting
on were instructed using individualized instruction.

The debate between cooperative group
learning and individual instruction has long been a focal point in educational
discourse. This research will explore the comparative efficacy and benefits of
these two instructional methodologies in fostering learning outcomes and skill
development.

According
to Kagan (2009), In a traditional classroom, the teacher may provide some
direct instruction, then do a whole class question-and-answer session. During
the question-and-answer session, the teacher usually asks questions, then has
students raise their hands to volunteer answers. Alternatively, the teacher may
ask a question, and nominate a student to respond. Finally, the teacher may
assign an activity for individual work and have the students independently
practice the new skill.

Kagan
(2009) also states that choosing a cooperative learning structure over
traditional methods creates a dramatic positive difference in English language
learning.  What works for some, may not
work well for everyone. Therefore, we need a variety of strategies to reach and
teach our students with different learning styles and intelligences. If we
always use lectures and independent exercises, we may inadvertently create
barriers to English learning for many students. If, instead, we use a variety of
structures as we teach, we engage the different learning styles and students’
multiple intelligences. 

Collaborative learning refers to
situations and environments in which learners engage in common tasks and each
individual capitalizes on resources and skills from one another (Bruffee 1993;
Dillenbourg 1999; Mitnik et al. 2009).

In collaborative learning, the learning
behavior of students working collaboratively is more complicated than that of
individual learning (Hackman and Morris, 1975). Cooperative group learning
involves collaborative efforts among peers to achieve a common learning goal.
It emphasizes communication, teamwork, and collective problem-solving. On the
other hand, individual instruction centers on personalized, self-paced
learning, catering to the specific needs and pace of each learner.

Cooperative learning is a type of group
work and is defined as the instructional use of small groups to promote
students working together to maximize their own and each other’s learning
(Johnson, et al., 2008). Studies suggest that cooperative group learning offers
numerous advantages, such as enhancing social skills, promoting diverse
perspectives, and improving critical thinking through discussions and shared
responsibility. It encourages peer teaching and active engagement, which often
leads to a deeper understanding of the subject matter.

In contrast, individual instruction provides
for personalized attention, catering to individual learning styles and pacing.
It can promote autonomy, self-directed learning, and the opportunity for
in-depth exploration based on individual interests. This method is often
preferred by introverted learners or those who thrive in self-paced
environments. It has been demonstrated that group assessments may not
accurately reflect individual achievements in collaborative learning (Saner et
al. 1994; Webb 1993; Webb et al. 1998). Especially in heterogeneous groups with
students having various ability levels, low-ability students may obtain higher
grades from group assessments that are achieved based on the contributions of
their high-ability teammates (Saner et al. 1994).

The effectiveness of each approach
largely depends on various factors, including the subject matter, the nature of
the task, the learners’ preferences, and the specific learning objectives. An
ideal instructional strategy might integrate both methodologies, leveraging the
strengths of each to create a balanced and comprehensive learning experience.

Ultimately, the choice between
cooperative group learning and individual instruction should be based on an
understanding of the context and the specific needs of the learners. A flexible
approach that combines the benefits of both methodologies could offer a
holistic and enriching learning environment.

Research Questions:

The
five research questions that will be addressed during this study are:

1.     Is there a significant difference in the
academic achievement of students who learn in cooperative groups versus those
who learn using individualized instruction?

2.     Is there a significant difference in the
academic achievement in males who learn in cooperative groups versus those who
learn using individualized instruction?

3.     Is there a significant difference in the
academic achievement in females who learn in cooperative groups versus those
who learn using individualized instruction?

4.     Is there a significant difference in the
academic achievement of Caucasian students who learn in cooperative groups
versus those who learn using individualized instruction?

5.     Is there a significant difference in the
academic achievement of African American students who learn in cooperative
groups versus those who learn using individualized instruction?

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