78-8684-Sandia Laboratories

This study, investigated the.relgtionships among student and group charatteristics, group interaction, and achievement in cooperative 011E111 groups. Setenty-seven students in two junior, high school mathematics classrooms learned a two-week unit on exponents and scientific flotation in mixed- ability or uftiform-abillity groups-. Interaction in the groups was.tape recorded. Three categories of interaction related-to achievement: receiving no'explanation in response to a question or error (receiving no response or receiving only the correct answer) was negatively related to achievement; giving explanations and receiving explanationswere Positively related to achievement. Interaction in thejgroup 'Was related to group composition, sex, ability, and personality. Medium,ability students in uniform-ability groups received more expladationsi(and showed hiher achievement) than medium-abili ' students in mixed ability groups. Boys received more explahat ' d. showed highe