Effects of Feedback on Student Behavior in Cooperative Learning Groups in a Grade 7 Math Class

Grade 7 math students (n = 18) in 1 classroom were audiotaped while working in 5 cooperative learning groups on 4 occasions over a 16-week period. After the second and third recordings, students were given edited transcripts of their discussions and were trained in how to interpret them. They used an instrument to appraise their group processes 1-2 times per week thereafter. The assessment increased the frequency and quality of help seeking and help giving and improved students' attitudes about asking for help. The effects of the assessment procedures were attributed to 3 factors: the feedback strengthened helpfulness norms built up in the classroom over the previous 4 months of cooperative learning implementation; the feedback increased students' skill in asking for and giving help; the assessment enhanced students' self-efficacy.