Date Approved

5-4-2004

Embargo Period

4-25-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Second Advisor

Dihoff, Roberta

Subject(s)

Learning; Second grade (Education)

Disciplines

Educational Psychology

Abstract

There has been a great debate about which learning style is the best for all students. Some propose that individual learning situations enhance the education a student is receiving. However, perhaps a group learning environment would help inclusion and special education students, as well as their average or above average peers. Research indicates that there are benefits and drawbacks to each different teaching style. The present study investigated the difference between group and individual learning styles and their impact on students' individual academic scores. A single second-grade classroom containing many types of students was manipulated and observed. For eight weeks the teacher taught science either individually as a lecture-based instruction, or cooperatively as students worked together in groups. Individual grades on weekly tests were analyzed using a T-test. Results indicated a significant difference in students' grades between the two conditions. Furthermore, the group learning condition yielded better grades than did the individual learning condition, with a mean difference of approximately fifteen percentage points.

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