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Fostering the Computation Competence of Low Achievers through Cooperative Learning in Inclusive Classrooms: A Longitudinal Study

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Title: Fostering the Computation Competence of Low Achievers through Cooperative Learning in Inclusive Classrooms: A Longitudinal Study
Language: English
Authors: Opitz, Elisabeth Moser, Grob, Urs, Wittich, Claudia, Häsel-Weide, Uta, Nührenbörger, Marcus
Source: Learning Disabilities: A Contemporary Journal. 2018 16(1):19-35.
Availability: Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Descriptors: Inclusion, Longitudinal Studies, Cooperative Learning, Competence, Special Needs Students, Low Achievement, Peer Relationship, Intervention, Mathematics, Computation, Comparative Analysis, Pretests Posttests, Mathematics Achievement, Foreign Countries, Control Groups, Hierarchical Linear Modeling, Regression (Statistics), Statistical Analysis
Geographic Terms: Germany
ISSN: 1937-6928
Abstract: Fostering peer interaction and shared learning is an important aim of inclusive instruction. However, it has not been established whether it is possible to offer explicit and intensive support for low achievers in inclusive settings. This longitudinal study examined whether a structured program that includes cooperative learning fosters computational competence and flexible strategy use by low achievers in mathematics in inclusive classrooms. 126 persistent counters from 35 inclusive classrooms in grade 2 participated in a structured intervention lasting ten weeks, under three conditions: Cooperative learning (CL, students working in pairs during seatwork), individual learning (IND, students working individually during seatwork) and a control group (CG) with "business as usual." Even when there was substantial class-specific differential development during group-based interventions, between pre- and posttest, results showed no statistically significant main effects for either of the two intervention conditions relative to the control group. However, compared to the CG-group, the CL intervention showed a higher slope for pretest performance, indicating that students with a higher level of computation competence benefited relatively more from the CL intervention than students with similar preconditions in the CG. The results provide evidence that multiple approaches are needed; approaches which combine well-structured programs stimulating cooperative learning and shared learning situations with intensive and individualized measures are of benefit for students with very low mathematical competence.
Abstractor: As Provided
Number of References: 46
Entry Date: 2018
Accession Number: EJ1179942
Database: ERIC
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  Data: Fostering the Computation Competence of Low Achievers through Cooperative Learning in Inclusive Classrooms: A Longitudinal Study
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  Data: <searchLink fieldCode="AR" term="%22Opitz%2C+Elisabeth+Moser%22">Opitz, Elisabeth Moser</searchLink><br /><searchLink fieldCode="AR" term="%22Grob%2C+Urs%22">Grob, Urs</searchLink><br /><searchLink fieldCode="AR" term="%22Wittich%2C+Claudia%22">Wittich, Claudia</searchLink><br /><searchLink fieldCode="AR" term="%22Häsel-Weide%2C+Uta%22">Häsel-Weide, Uta</searchLink><br /><searchLink fieldCode="AR" term="%22Nührenbörger%2C+Marcus%22">Nührenbörger, Marcus</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disabilities%3A+A+Contemporary+Journal%22"><i>Learning Disabilities: A Contemporary Journal</i></searchLink>. 2018 16(1):19-35.
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  Data: Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
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  Data: Y
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Hierarchical+Linear+Modeling%22">Hierarchical Linear Modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+%28Statistics%29%22">Regression (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 1937-6928
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  Data: Fostering peer interaction and shared learning is an important aim of inclusive instruction. However, it has not been established whether it is possible to offer explicit and intensive support for low achievers in inclusive settings. This longitudinal study examined whether a structured program that includes cooperative learning fosters computational competence and flexible strategy use by low achievers in mathematics in inclusive classrooms. 126 persistent counters from 35 inclusive classrooms in grade 2 participated in a structured intervention lasting ten weeks, under three conditions: Cooperative learning (CL, students working in pairs during seatwork), individual learning (IND, students working individually during seatwork) and a control group (CG) with "business as usual." Even when there was substantial class-specific differential development during group-based interventions, between pre- and posttest, results showed no statistically significant main effects for either of the two intervention conditions relative to the control group. However, compared to the CG-group, the CL intervention showed a higher slope for pretest performance, indicating that students with a higher level of computation competence benefited relatively more from the CL intervention than students with similar preconditions in the CG. The results provide evidence that multiple approaches are needed; approaches which combine well-structured programs stimulating cooperative learning and shared learning situations with intensive and individualized measures are of benefit for students with very low mathematical competence.
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  Data: 2018
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  Label: Accession Number
  Group: ID
  Data: EJ1179942
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 19
    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Low Achievement
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Pretests Posttests
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      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Hierarchical Linear Modeling
        Type: general
      – SubjectFull: Regression (Statistics)
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: Fostering the Computation Competence of Low Achievers through Cooperative Learning in Inclusive Classrooms: A Longitudinal Study
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