The Effects of Numbered Heads Together with and without Incentives on the ESL Quiz Performance of Second-Grade Students in a Kuwaiti Inclusive Classroom
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| Title: | The Effects of Numbered Heads Together with and without Incentives on the ESL Quiz Performance of Second-Grade Students in a Kuwaiti Inclusive Classroom |
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| Language: | English |
| Authors: | Huda A. Almumen (ORCID |
| Source: | International Journal of Inclusive Education. 2025 29(7):1129-1150. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education |
| Descriptors: | Foreign Countries, Elementary School Students, Grade 2, English (Second Language), Language Tests, Incentives, Academic Achievement, Students with Disabilities, Regular and Special Education Relationship, Cooperative Learning, Teaching Methods, Males, Heterogeneous Grouping, Group Dynamics, Learner Engagement |
| Geographic Terms: | Kuwait |
| DOI: | 10.1080/13603116.2023.2263008 |
| ISSN: | 1360-3116 1464-5173 |
| Abstract: | The present study examined the effects of two variations of numbered heads together (NHT), a cooperative learning strategy, on the academic performance of 24, second-grade males enrolled in an inclusion class in Kuwait. Using a pre-experimental, A-B-BC single-case research design, researchers found that (a) both NHT versions were more effective than hand raising (HR) in improving students' daily ESL quiz scores; (b) the addition of incentives further improved student quiz performance over NHT conditions; and (c) the classroom teacher reported that the interventions were effective and socially acceptable. Implications for future research and practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496064 |
| Database: | ERIC |
| Abstract: | The present study examined the effects of two variations of numbered heads together (NHT), a cooperative learning strategy, on the academic performance of 24, second-grade males enrolled in an inclusion class in Kuwait. Using a pre-experimental, A-B-BC single-case research design, researchers found that (a) both NHT versions were more effective than hand raising (HR) in improving students' daily ESL quiz scores; (b) the addition of incentives further improved student quiz performance over NHT conditions; and (c) the classroom teacher reported that the interventions were effective and socially acceptable. Implications for future research and practice are discussed. |
|---|---|
| ISSN: | 1360-3116 1464-5173 |
| DOI: | 10.1080/13603116.2023.2263008 |
