Effects of cooperative versus individualized instruction on student prosocial behavior, attitudes toward learning, and achievement.

David W. Johnson; Roger T. Johnson; Jeannette L. Johnson; Douglas Anderson

doi:10.1037/0022-0663.68.4.446

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Effects of cooperative versus individualized instruction on student prosocial behavior, attitudes toward learning, and achievement.

David W. Johnson Roger T. Johnson Jeannette L. Johnson Douglas Anderson

Year: 1976 Journal: Journal of Educational Psychology Vol: 68 (4)Pages: 446-452 Publisher: American Psychological Association

DOI: 10.1037/0022-0663.68.4.446

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Keywords:

Psychology Prosocial behavior Academic achievement Individualized instruction Developmental psychology Student achievement Mathematics education Social psychology Teaching method

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Innovative Teaching and Learning Methods

Social Sciences → Psychology → Developmental and Educational Psychology

Child Development and Digital Technology

Social Sciences → Social Sciences → Education

Gender and Technology in Education

Social Sciences → Social Sciences → Gender Studies

Effects of cooperative versus individualized instruction on student prosocial behavior, attitudes toward learning, and achievement.

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