In the past, studies have been undertaken investigating the effects of different student groupings on achievement and learning processes. Some studies have indicated benefits from ability group methods, while others trialling social and cooperative groupings have signalled benefits from self-select arrangements. However, very little recent work has been undertaken studying different student groupings in schools, and almost none involving young children. This article reports results from a study involving 45 six year olds, completing a series of coding challenges working in three different pairings. It evaluated the quality of oral discourse between the students, to determine any effect the different groupings had on learning progress and knowledge-building. Results suggested benefits from self-select methods, with students displaying higher levels of task engagement, relational trust and learning interdependence. These results are of high significance to early years’ educators using grouping as a strategy to improve students’ learning.
|Title of host publication||STEM, robotics, mobile apps in early childhood and primary education – technology to promote teaching and learning|
|Editors||Stamatios Papadakis, Michail Kalogiannakis|
|Place of Publication||New York|
|Publisher||Springer, Springer Nature|
|Publication status||Submitted - 8 Apr 2021|
|Name||Advances in STEM Education Series|