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Cited by 37Innovative Teaching and Learning MethodsMathematics Education and PedagogyVisual and Cognitive Learning Processes

Dyad Composition Effects on Cognitive Elaboration and Student Achievement

Denessen, Eddie, Veenman, Simon, Dobbelsteen, Janine, Van Schilt, Josie·2008·The Journal of Experimental Education
DOI 10.3200/jexe.76.4.363-386
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Abstract

The authors addressed the following research question: Does composition of dyads in terms of gender and ability affect student participation, the level of cognitive elaborations during a collaborative activity, and individual student achievement? The study involved 24 6th-grade dyads paired as follows: a low-ability student with a medium-ability student; and a medium-ability student with a high-ability student. Results of a follow-up balance beam test showed students with the highest level of ability in the dyad demonstrated more cognitive elaborations and performed better than did students with the lowest level of ability in the dyad. That is, mediumability students benefited more from the collaboration with low-ability students than from the collaboration with high-ability students.

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Crossref · 10.3200/jexe.76.4.363-386

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  • Medium-ability students perform better on an individual posttest when they collaborate with a low-ability student than when they collaborate with a high-ability student.

    “In this way, Denessen et al. were, for example able to demonstrate that medium-ability students perform better on an individual posttest when they collaborate with a low-ability student, compared with when they collaborate with a high-ability student.”

    From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Denessen et al. 2008

  • In medium-low dyads, medium-ability students have more opportunities to give elaborate explanations.

    “Furthermore, in medium-low dyads, Denessen et al. found medium-ability students to have more opportunities to give elaborate explanations.”

    From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Denessen et al. 2008

  • Effect-oriented research focuses on the direct relationship between group composition and students' individual posttest performance, whereas process-oriented research also takes the collaborative process into account.

    “Effect-oriented research that investigates these relationships focuses on the direct relationship between, for example, group composition and students' individual performance on a posttest (see, for example, Andersson and Rönnberg 1995;Buchs and Butera 2009), whereas process-oriented research also takes the collaborative process into account (for example, Denessen et al. 2008;Webb et al. 1998).”

    From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Denessen et al. 2008

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Related

Authors
Denessen, E., Veenman, S., Dobbelsteen, J., & Van Schilt, J.
Affiliations
Radboud University Nijmegen (NL)
ORCID
Denessen, Eddie
Venue
The Journal of Experimental Education
Publisher
Informa UK Limited
Published
2008-07
Volume
76
Issue
4
Pages
363-386
ISSN
  • 0022-0973 (ISSN-L)
  • 1940-0683
DOI
10.3200/jexe.76.4.363-386
OpenAlex
W2024919206
Cited by
37
References
40
Citations by year
2026: 1 · 2025: 2 · 2024: 1 · 2023: 2 · 2022: 1 · 2021: 3 · 2020: 2 · 2019: 3 · 2018: 3 · 2017: 1 · 2016: 3 · 2015: 4 · 2014: 2 · 2013: 2
FWCI
4.10
Type
journal article
Language
en
Open access
closed
Locations
  • The Journal of Experimental Education (publishedVersion)
  • Radboud Repository (Radboud University) (submittedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords
gender composition, cognitive elaboration, cooperative learning, academic performance, student participation, ability grouping, sixth grade students

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