The Stability of Cooperative, Competitive, and Individualized Learning Preferences of Students During a Single School Year.

Year: 1985

Author: Owens, Lee

Type of paper: Abstract refereed

The past ten years have seen a surge of popularity in methods of teaching that promote student-student interaction. Young teachers are being increasingly urged in their pre-service education to consider the possibilities for using cooperative groups in the classroom. Curriculum packages are being designed so that group work is integral to achieving the aims. Numerous open plan schools have been built on the assumption that flexible groups of learners will promote achievement. And yet, it is known that learners of different temperaments will perform variously under cooperative, competitive, or individualized goal structures.

This study is the latest of a series to emerge from the Cooperative, Competitive, and Individualized Learning in Education Project (CCILE), funded initially by ERDC. Many of the others in the series (instrument development, international comparisons, longitudinal data, classroom climate analysis) have been presented at previous AARE Conferences, and a majority are now published.
The overall intent of the CCILE Project has been to develop credible instruments with which to assess learning preferences and to investigate the development and change of these preferences during the school years. There is benefit for both teachers and researchers in the explication of learning preferences and in the exploration of possibilities for student- student interaction in learning.