Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 16 Number: 4 Page: 202–217
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The Influence of Pupil-generated Ground Rules on Collaborative Learning in the Classroom: A Pilot Study
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Kathryn Bullen, Kirsty Moore and Jennifer Trollope
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The aim of this small-scale study was to investigate the effect of pupil-generated ground rules on peer group learning in a class of 9-year-old boys. The study examined the type of talk used by participants
working in a group before the introduction of ground rules and compared this with that used after the introduction of ground rules. It was predicted that rules would change the quality and quantity of talk
in particular the use of 'exploratory talk'. This hypothesis was supported by the results from both quantitative and qualitative analyses. The results provided additional evidence for Dawes et al.'s
(1992) contention that pupil-generated ground rules enhance peer group learning. However, such a small-scale study was not without limitations and the results have to be treated cautiously before firmer
conclusions can be made. The implications of the findings are discussed in relation to existing theory and suggestions for subsequent research and professional practice are made.
Keywords: COLLABORATIVE LEARNING, EXPLORATORY TALK, PEER GROUPS
© Multilingual Matters 2002
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