Academic achievement of elementary school children in small-group versus whole-class instruction

Shlomo Sharan, Zalman Ackerman, Rachel Hertz-Lazarowitz

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)125-129
Number of pages5
JournalJournal of Experimental Education
Volume48
Issue number2
DOIs
StatePublished - Dec 1979

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