Student ability and behaviors during small-group interaction as mediators of effective small-group learning were examined. Comparison of test results indicated that students trained in small-group interaction participated in more task-related interaction than control students, and task-related interaction enhanced achievement and retention.…

Two teachers each taught a 2-week fractions unit to two classes of grades 4-5 students. Each teacher taught one class using direct instruction and the other using a small-group variation of direct instruction. Regression analysis on achievement showed significant aptitude-treatment interaction (ATI) and significant teacher effects. (Author/RL)

Students' conceptions of student explanations as mediators of the relation of instructional stimuli to seatwork achievement was examined. Results indicated a positive relationship among cognitions about explaining, small group behavior, and seatwork achievement. Students' conceptions of a good explanation were positively related to achievement and…

This study examined student aptitudes and student behaviors during small group interactions as mediators of the effectiveness of small group learning. The hypotheses to be investigated were that the effects of small group learning on student achievement are produced by students' participation in group interaction, and in the providing and…

This study investigated aptitude-treatment interaction (ATI) effects of variations in direct instruction. Two teachers each taught a 2-week fractions unit to two classes of fourth- and fifth-grade students. Each teacher taught one class using direct instruction and the other using a small-group variation of direct instruction. Students completed…

Two teachers taught a unit to two classes of students. High- and low-ability students did better in the small group approach, while medium ability students did better in the large group. Analyses of group processes indicated students benefited from peer tutoring processes which occurred in small groups. (Author/DWH)

This study investigated aptitude-treatment interactions (ATI) in fourth, fifth, and sixth grade students' learning in large and small group teaching approaches. Each of two elementary teachers taught a two-week fractions unit to two classes of randomly assigned students. Each class received one approach. Students completed aptitude measures at the…

Aptitude-treatment interactions in large- and small-group learning situations were investigated. Students who initially preferred small groups did worse in that approach than in the large-group approach. High- and low-ability students did better and had more positive attitudes in the small- and large-group approaches, respectively. (Author/RD)

This study attempted to replicate and extend previous aptitude-treatment interaction (ATI) findings for students' learning in large-group and small-group teaching approaches. Two elementary teachers each taught a two-week geometry unit to two classes of fourth- and fifth-grade students. One teacher used a small-group teaching approach and the…