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The effects of different ability compositions on cooperative group behaviours

Published online by Cambridge University Press:  12 February 2016

Robyn M. Gillies
Robyn M. Gillies*
Affiliation:
Graduate School of Education, The University of Queensland
*
Graduate School of Education, The University of Queensland, Brisbane 4072, Ph: (07) 3365 6541, Fax: (07) 3365 7199, r.gillies@mailbox.uq.edu.au
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Abstract

This study examined the effects of different ability compositions on students' behaviours in structured cooperative groups. One hundred and sixty, Year 6 children worked on class-based activities in one of four, gender-balanced, mixed-ability groups (high-medium-low; high-medium; medium-low; high-low). The results showed initially that the children in the three-ability level condition (high-medium-low) exhibited significantly more cooperative and helping behaviours than their peers in the two-ability conditions at the first observation period (Week 3). However, by the completion of the study (Week 6), there were no significant differences in the cooperative and helping behaviours of the children in the two-and three-ability level conditions. It appeared that as the children had more opportunities to work together, they became more responsive to each others' needs and demonstrated more cooperative and helping behaviours. Reasons for these results are discussed.

Type
Research Papers
Information
Journal of Psychologists and Counsellors in Schools , Volume 8 , November 1998 , pp. 39 - 48
Copyright
Copyright © Cambridge University Press 1998

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