Date of Award
5-2024
Document Type
Open Access Thesis
Degree Name
Master of Science (MS)
Department
Education
First Advisor
Lin Lin, Ph.D.
Second Advisor
Jacob Hall, Ph.D.
Abstract
Utilizing a mixed method approach this research study investigated the effects of small group instruction on the learning of diverse learners. Informed by a preliminary literature review that supports the use of small-group instruction, the researcher conducted a small-scale action research project to focus on three diverse learners in a 1st-grade classroom over four weeks. One of the findings of this project shows that small group instruction helps promote social and emotional skills as students feel more comfortable interacting with peers in a small group rather than in a whole group. Another finding indicates that students feel more encouraged by the instructor and their peers in a small group setting to try problem-solving math problems. The study concludes that small-group instruction facilitates learning for diverse learners, who benefit from learning from peers and trying challenging math tasks. The research presentation provides insight to teachers on how to select for small groups, implement interventions and utilize small groups to build strong social interactions.
Recommended Citation
McEvoy, Lydia, "Key benefits of small group instruction for diverse learners" (2024). Master's Theses. 176.
https://digitalcommons.cortland.edu/theses/176
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons, Mathematics Commons, Science and Mathematics Education Commons