Helping Behaviors and Math Achievement Gain of Students Using Cooperative Learning

Students (N = 101) in 3 classrooms in grades 3-5 were taught math concepts in cooperative learning groups of 5-6 students for a 3-week unit. The 3 teachers involved received 9 2-hour training sessions on using cooperative learning during the 5 months prior to the study. Pre- and posttests of achievement were administered. Helping behaviors were taught to students for 3 weeks before the math unit and continued to be reinforced during the ensuing 3 weeks. Each student team was videotaped for 30 minutes over the 3-week period while it was engaged in math teamwork. The helping behaviors of each student were coded into 8 categories. Results showed that "giving explanations," "receiving explanations," as well as "giving and receiving other help" positively correlated with achievement gains. There was a negative correlation between "receiving no help after requesting it" and achievement. These results held for both boys and girls in all 3 grades. High achievers gave more explanations and other help than middle or low achievers. Low achievers asked for and received explanations and other help more often.