Cooperative and Individual Learning and Student Misconceptions in Science

Abstract

This study was conducted to examine the effects of two learning conditions (individual and cooperative learning) and two reward structures (incentive and no incentive) on student misconceptions in science. Sixteen seventh-grade science classes were matched on the basis of pretest scores and assigned to one of four conditions in the 2 × 2 factorial design. Cooperative students worked in groups of four: one high-ability student, two medium-ability students, and one low-ability student. The 6-day instructional treatment was followed by a post-test and attitude survey on Day 7. Students scored significantly higher on the post-test under individual learning than under cooperative learning. Students generally preferred cooperative learning, although high-ability boys were an exception to this pattern. The higher achievement under individual learning may be due to the nature of the learning task and to observed differences in both teacher and student behaviors under individual and cooperative conditions.