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dc.contributor.advisorMcClure, L. Morris
dc.contributor.authorOickle, Eileen M.
dc.date.accessioned2017-08-16T17:40:21Z
dc.date.available2017-08-16T17:40:21Z
dc.date.issued1980
dc.identifierhttps://doi.org/10.13016/M2G44HQ8C
dc.identifier.otherILLiad # 1086061
dc.identifier.urihttp://hdl.handle.net/1903/19620
dc.description.abstractThe major purpose of this study was to determine the effectiveness of individual and team learning utilizing competitive and cooperative reward structures in terms of cognitive and affective outcomes. The research hypotheses were: 1. Students who work in learning teams and whose quiz scores are formed into team scores will exhibit greater academic achievement, percentage of time on task, percentage of time spent peer tutoring, and more positive attitudes toward school, self, and others, and will be more motivated and less anxious than will students who work individually and receive individual scores only. 2. Students who are rewarded based on the difference between their quiz scores and an individually prescribed expected score will show greater academic achievement, positive self-concept, and motivation than will control students who receive traditional competitively assigned grades.en_US
dc.language.isoen_USen_US
dc.titleA Comparison of Individual and Team Learningen_US
dc.typeThesisen_US
dc.contributor.publisherDigital Repository at the University of Maryland
dc.contributor.publisherUniversity of Maryland (College Park, Md)
dc.contributor.departmentEducation, Policy, Planning and Administration


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