Team Competition and Group Practice: Effects on Student Achievement and Attitudes. Report No. 212.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Peer Reviewed:
      N
    • Source:
      39
    • Sponsoring Agency:
      National Inst. of Education (DHEW), Washington, DC.
    • Subject Terms:
      Academic Achievement; Affective Objectives; Class Activities; Competition; Educational Games; Expectation; Grade 7; Group Discussion; Group Dynamics; Grouping (Instructional Purposes); High Achievement; Independent Study; Junior High Schools; Low Achievement; Mathematics Instruction; Peer Relationship; Rewards; Student Attitudes; Student Motivation; Success; Teaching Methods; Teamwork
    • Abstract:
      To determine the relative contribution of team competition and peer group practice sessions to the effectiveness of a classroom instructional technique, Teams-Games-Tournament (TGT), 299 seventh grade mathematics students participated in an experiment varying reward system (team vs. individual competition) with practice mode (group vs. individual). An external control group was used. Dependent variables included mathematics achievement on the Stanford Achievement Test (SAT) and four student attitude scales. Results indicated that Team Competition students improved significantly more on the SAT, attached more importance to game success, and reported a higher level of peer group interest and peer pressure to do well at the game than did Individual Competition students. Group Practice students did not differ significantly in their performance on the SAT from Individual Practice students, but did attach less importance to game success than students who practiced individually. When compared to the external control group, Team Competition students (the standard TGT treatment) indicated significantly greater improvement on the SAT, reported a higher expectancy of success at the game, attached more importance to game success, reported more interest by peers in their performance, and were more satisfied with the game task. In conclusion, the team reward structure is more important than group practice sessions; in terms of expectancy value theory, team structure alters students' perceived probability of success without affecting the importance of that success. (Author/CP)
    • Publication Date:
      1978
    • Accession Number:
      ED154021