A Comparison of Time Off-Task Behavior on Third-Graders' Performance in Mathematics During Cooperative Learning and Whole Group Instruction

Abstract

The purpose of this study was to examine the effects of cooperative learning and whole group instruction on students' time off-task in mathematics. Six third grade students were blindly selected to participate in the study. Observations of the subjects were conducted during their math class daily for four consecutive weeks. The off-task behaviors observed include; (a) playing with objects, (b) fidgeting, and (c) being out of their seats. The students were observed during cooperative learning activities and then again during whole group instruction to determine the frequency of off-task behaviors. After viewing the videotapes, the data were collected using checklists. These observations were made in two-minute intervals and recorded on the checklists for each of the three behaviors being observed. After graphing the collected data, the results indicated that all six subjects were off-task more often during whole group learning than cooperative learning. ...