There has been a great debate about which learning style is the best for all students. Some propose that individual learning situations enhance the education a student is receiving. However, perhaps a group learning environment would help inclusion and special education students, as well as their average or above average peers. Research indicates that there are benefits and drawbacks to each different teaching style. The present study investigated the difference between group and individual learning styles and their impact on students' individual academic scores. A single second-grade classroom containing many types of students was manipulated and observed. For eight weeks the teacher taught science either individually as a lecture-based instruction, or cooperatively as students worked together in groups. Individual grades on weekly tests were analyzed using a T-test. Results indicated a significant difference in students' grades between the two conditions. Furthermore, the group learning condition yielded better grades than did the individual learning condition, with a mean difference of approximately fifteen percentage points.
","abstract_html":"<p>There has been a great debate about which learning style is the best for all students. Some propose that individual learning situations enhance the education a student is receiving. However, perhaps a group learning environment would help inclusion and special education students, as well as their average or above average peers. Research indicates that there are benefits and drawbacks to each different teaching style. The present study investigated the difference between group and individual learning styles and their impact on students' individual academic scores. A single second-grade classroom containing many types of students was manipulated and observed. For eight weeks the teacher taught science either individually as a lecture-based instruction, or cooperatively as students worked together in groups. Individual grades on weekly tests were analyzed using a T-test. Results indicated a significant difference in students' grades between the two conditions. Furthermore, the group learning condition yielded better grades than did the individual learning condition, with a mean difference of approximately fifteen percentage points.</p>","abstract_has_math":false,"creators":["Grimm, Devonn"],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Klanderman, John","Dihoff, Roberta"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05-04T07:00:00Z","date_published":"2004-05-04T07:00:00Z","updated_at":"2026-07-24T04:14:04Z","subjects":["Learning; Second grade (Education)","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1156","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Klanderman, John","Dihoff, Roberta"]},{"key":"dc:creator","label":"Author","values":["Grimm, Devonn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning; Second grade (Education)","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1156"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There has been a great debate about which learning style is the best for all students. Some propose that individual learning situations enhance the education a student is receiving. However, perhaps a group learning environment would help inclusion and special education students, as well as their average or above average peers. Research indicates that there are benefits and drawbacks to each different teaching style. The present study investigated the difference between group and individual learning styles and their impact on students' individual academic scores. A single second-grade classroom containing many types of students was manipulated and observed. For eight weeks the teacher taught science either individually as a lecture-based instruction, or cooperatively as students worked together in groups. Individual grades on weekly tests were analyzed using a T-test. Results indicated a significant difference in students' grades between the two conditions. Furthermore, the group learning condition yielded better grades than did the individual learning condition, with a mean difference of approximately fifteen percentage points.
"]},{"key":"dc:title","label":"Title","values":["Individual learning versus group learning in a suburban second-grade classroom"]}]}],"canonical_facts":{"dc:contributor":["Klanderman, John","Dihoff, Roberta"],"dc:creator":["Grimm, Devonn"],"dc:date.available":["2016-04-25T07:00:00Z"],"dc:description.abstract":["There has been a great debate about which learning style is the best for all students. Some propose that individual learning situations enhance the education a student is receiving. However, perhaps a group learning environment would help inclusion and special education students, as well as their average or above average peers. Research indicates that there are benefits and drawbacks to each different teaching style. The present study investigated the difference between group and individual learning styles and their impact on students' individual academic scores. A single second-grade classroom containing many types of students was manipulated and observed. For eight weeks the teacher taught science either individually as a lecture-based instruction, or cooperatively as students worked together in groups. Individual grades on weekly tests were analyzed using a T-test. Results indicated a significant difference in students' grades between the two conditions. Furthermore, the group learning condition yielded better grades than did the individual learning condition, with a mean difference of approximately fifteen percentage points.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1156"],"dc:subject":["Learning; Second grade (Education)","Educational Psychology"],"dc:title":["Individual learning versus group learning in a suburban second-grade classroom"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:14:04Z"}