The influence of communal vs. individual learning context on the academic performance in social studies of grade 4-5 African-Americans

A. Wade Boykin; Amy J. Lilja; Kenneth M. Tyler

doi:10.1007/s10984-004-3294-7

The influence of communal vs. individual learning context on the academic performance in social studies of grade 4-5 African-Americans

A. Wade Boykin, Amy J. Lilja, Kenneth M. Tyler

Educational, School, and Counseling Psychology

Research output: Contribution to journal › Review article › peer-review

25 Scopus citations

Abstract

Empirical research utilizing the communal learning construct suggests that culturally-informed pedagogy enhances academic performance for African-American children. The present investigation examined the effect of culturally-informed learning contexts on recall performance in geography lessons. The sample consisted of 69 African-American Grade 4-5 public school students. Weeks 1 and 2 consisted of both learning and testing phases. Week 3 consisted only of a testing phase. Analyses of variance techniques revealed that overall subjects in the communal learning context performed significantly better on each of the two weekly quizzes and on the comprehensive examination than those in the individual learning context. Limitations of the findings and future research directions are discussed.

Original language	English
Pages (from-to)	227-244
Number of pages	18
Journal	Learning Environments Research
Volume	7
Issue number	3
DOIs	https://doi.org/10.1007/s10984-004-3294-7
State	Published - Sep 2004

Bibliographical note

Funding Information:
This research was supported by the Institute of Education Sciences (IES), U.S. Department of Education (R-117-D40005). The opinions expressed in this publication do not necessarily reflect the position or policy of OERI, and no official endorsement should be inferred. This study was part of the second author’s Master’s thesis while a graduate student in the Department of Psychology, Howard University.

Funding

This research was supported by the Institute of Education Sciences (IES), U.S. Department of Education (R-117-D40005). The opinions expressed in this publication do not necessarily reflect the position or policy of OERI, and no official endorsement should be inferred. This study was part of the second author’s Master’s thesis while a graduate student in the Department of Psychology, Howard University.

Funders	Funder number
U.S. Department of Education, OSERS	R-117-D40005
Institute of Education Sciences

Keywords

Academic Performance
African-American students
Communal learning
Learning context

ASJC Scopus subject areas

Education
Communication
Developmental and Educational Psychology

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10.1007/s10984-004-3294-7

Cite this

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title = "The influence of communal vs. individual learning context on the academic performance in social studies of grade 4-5 African-Americans",

abstract = "Empirical research utilizing the communal learning construct suggests that culturally-informed pedagogy enhances academic performance for African-American children. The present investigation examined the effect of culturally-informed learning contexts on recall performance in geography lessons. The sample consisted of 69 African-American Grade 4-5 public school students. Weeks 1 and 2 consisted of both learning and testing phases. Week 3 consisted only of a testing phase. Analyses of variance techniques revealed that overall subjects in the communal learning context performed significantly better on each of the two weekly quizzes and on the comprehensive examination than those in the individual learning context. Limitations of the findings and future research directions are discussed.",

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AU - Tyler, Kenneth M.

N1 - Funding Information: This research was supported by the Institute of Education Sciences (IES), U.S. Department of Education (R-117-D40005). The opinions expressed in this publication do not necessarily reflect the position or policy of OERI, and no official endorsement should be inferred. This study was part of the second author’s Master’s thesis while a graduate student in the Department of Psychology, Howard University.

PY - 2004/9

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N2 - Empirical research utilizing the communal learning construct suggests that culturally-informed pedagogy enhances academic performance for African-American children. The present investigation examined the effect of culturally-informed learning contexts on recall performance in geography lessons. The sample consisted of 69 African-American Grade 4-5 public school students. Weeks 1 and 2 consisted of both learning and testing phases. Week 3 consisted only of a testing phase. Analyses of variance techniques revealed that overall subjects in the communal learning context performed significantly better on each of the two weekly quizzes and on the comprehensive examination than those in the individual learning context. Limitations of the findings and future research directions are discussed.

AB - Empirical research utilizing the communal learning construct suggests that culturally-informed pedagogy enhances academic performance for African-American children. The present investigation examined the effect of culturally-informed learning contexts on recall performance in geography lessons. The sample consisted of 69 African-American Grade 4-5 public school students. Weeks 1 and 2 consisted of both learning and testing phases. Week 3 consisted only of a testing phase. Analyses of variance techniques revealed that overall subjects in the communal learning context performed significantly better on each of the two weekly quizzes and on the comprehensive examination than those in the individual learning context. Limitations of the findings and future research directions are discussed.

KW - Academic Performance

KW - African-American students

KW - Communal learning

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The influence of communal vs. individual learning context on the academic performance in social studies of grade 4-5 African-Americans

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

Access to Document

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