Feedback effects on achievement, attitude, and group dynamics of adolescents in interdependent cooperative groups for beginning second language and culture study. (Volumes I and II)

Much investigation has been done about small groups and cooperative learning groups. However, little has been done in the experimental intervention in the structure of feedback, and none in the field of second languages. This dissertation describes research about the effect of individual with group feedback, compared to group feedback alone, on maximizing individual student achievement, positive attitude development, and favorable group dynamics aspects for second language students using cooperative learning group structure according to the David and Roger Johnson Model.;Individual feedback was the treatment administered in a field setting experiment with 56 subjects in German Language and Culture classes for middle school students in a public school in the upper midwest. The treatment context was interdependent cooperative learning groups, where group feedback is a basic element. The dependent variables were achievement, attitude, and group dynamics. Assessment instruments were developed to measure these variables in addition to establishing experimental conditions. Treatment effects were measured in three major areas: (1) positive interdependence, individual accountability, and achievement, (2) attitudes about the classroom, the target language and culture, and, (3) occurrence of cooperative learning skill behaviors: praising/encouraging, checking, German Task, and monitoring.;The findings of this research strongly indicate that feedback about individuals and their groups is more effective than feedback about group performance alone in the areas of achievement, attitude, and group dynamics. The first set of findings are based on testing hypotheses comparing the experimental group means on the achievement assessment instruments comparing individual scores with their own learning group mean as a measure of uniformity, and correlating individual scores with uniformity scores. The second set of findings are based on hypotheses concerning attitudes about interindividual relationships, factors of classroom environment, perceptions about learning German in cooperative groups, course and field trip evaluations and parental perceptions. A third set of findings about group dynamics also supported the effects of individual feedback concerning the observations of group monitors and subjects' introspections.;The conclusions of this study support the direct application of the research findings about individual feedback in the language classroom to enhance the learning that takes place in interdependent cooperative learning groups.