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- W2764351085 abstract "Research indicates that cooperative learning with teacher-guided instruction is more effective in helping young children to learn than cooperative learning with minimal guidance. In the present study, two different cooperative learning activities (jigsaw and drama) and a control condition (a traditional teacher-led approach) were compared. The participants were 279 Grade 5 Hong Kong students located in nine classrooms. The two experimental conditions emphasised teachers' cognitive support in helping students to understand a text through both teacher-led and student-led activities. Post-test data included a reading comprehension test and three questionnaires that investigated students' goal orientations, initial level of relative autonomy and perceptions of instructional practices. Findings indicate that students in the jigsaw group outperformed students in both the drama group and the control group in the reading comprehension test. The implications of conducting cooperative learning activities with well-planned teacher guidance are discussed." @default.
- W2764351085 created "2017-10-27" @default.
- W2764351085 creator A5005091003 @default.
- W2764351085 date "2010-04-19" @default.
- W2764351085 modified "2023-10-01" @default.
- W2764351085 title "The effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals, autonomous motivation and reading proficiency" @default.
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- W2764351085 doi "https://doi.org/10.1111/j.1467-9817.2010.01445.x" @default.
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