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The Effects of Group Composition on Group Interactive Processes and Pupil Understanding
Author(s) -
Bennett Neville,
Cass Allyson
Publication year - 1989
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192890150102
Subject(s) - pupil , group (periodic table) , psychology , composition (language) , cognition , task (project management) , group work , group dynamic , homogeneous , social psychology , cognitive psychology , mathematics education , mathematics , linguistics , chemistry , philosophy , management , organic chemistry , combinatorics , neuroscience , economics
Previous research has demonstrated the cognitive and affective benefits to be accrued from co‐operative group work. However this body of research has largely been limited to consideration of group products rather than group processes and as such has failed to provide explanations of how, or why, improved outcomes occur. This study focused on group processes in order to throw light on the relationship between group composition, interactive processes and pupil understanding on a cooperative decision‐making task. More specifically it reports on the nature and type of talk in homogeneous, heterogeneous and mixed attaining groups, and their relationships to pupil retention and understanding.