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A multilevel SEM study of classroom talk on cooperative learning and academic achievement: Does cooperative scaffolding matter?
Citation
Chan, M. (2020). A multilevel SEM study of classroom talk on cooperative learning and academic achievement: Does cooperative scaffolding matter? International Journal of Educational Research, 101, Article 101564. https://doi.org/10.1016/j.ijer.2020.101564
Abstract
Although exploratory talk between teachers and students and amongst students can promote positive learning experiences and cognitive development, it is the former that has dominated much of contemporary classroom discourse. Research over the past four decades has not provided a convincing response to whether some modes of talk may be more beneficial, and in what order. Using a quantitative approach, students were surveyed on five facets of classroom talk and teacher scaffolding of cooperative learning. Academic performance and background (individual and classroom compositional) characteristics were also examined. Findings are broadly consistent with literature in regard to the dominance of presentational teacher questions. However, conventional recitation instruction appears to be educationally valuable when used skillfully with exploratory talk and cooperative teacher scaffolds.
Date Issued
2020
Publisher
Elsevier
Journal
International Journal of Educational Research
Project
OER 20/09 DH
Funding Agency
Ministry of Education, Singapore