Exploring the characteristics of small groups within science and English secondary classrooms

Abstract

Studies of primary education within the UK have shown that small groups can feature within classrooms; however, equivalent research within secondary education remains scarce. Research has established effective group work approaches, yet secondary teachers may encounter difficulties employing approaches tied to parameters embedded within primary education. This problem is compounded as minor adjustments to the conditions surrounding group work are known to have consequences for its efficacy within classrooms. This paper reports naturalistic systematic observation of group work practice within 23 science and English secondary classrooms in Scotland. Pupils completed tasks according to whether they were situated within group work or conventional classes. Forms of dialogue known to be conducive to learning were prevalent whilst pupils worked in groups. The change in pupils’ behaviours does not appear to stem from the content of teachers’ talk. Teachers’ behaviour suggested they approach small groups as smaller structures equivalent to a whole-class set-up.

Keywords:

• group work
• secondary classrooms
• teacher behaviour
• interaction
• science and English teaching

Notes

1. The complexities separating group work and ability grouping, particularly in mathematics, are explored by Kutnick, Blatchford, Clark, MacIntyre, and Baines (2005). In addition, Baines et al. (2003) also report low levels of group work within mathematics.

2. First year 11–12 years; third year, 13–14 years.

3. An independent samples test was used and Kolmogorov Smirnov Z-values are reported, as they are more suited to small sample sizes.

4. A Bonferroni correction was appropriate to reduce the likelihood of false positive findings (Howell, 1997).