Video Interaction Guidance in Collaborative Group Work: Impact on Primary School Pupils' Self-Esteem and Behaviours

Matthew Musset (Lead / Corresponding author), Keith Topping

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Abstract

Video interaction guidance (VIG) is an increasingly evidence-based intervention. This study used VIG to enhance pupil responses during a group work programme. Fifteen primary-aged classes across a range of socio-economic status received regular group work over a year. A mixed methods repeated measures design involved nine experimental classes receiving intervention of three cycles of VIG. Six control classes did not receive the VIG intervention. Pre-to-post-test measures included: pupils’ self-esteem in relation to learning, using the Myself as a Learner Scale; a peer assessment schedule based upon Frederickson’s Social Inclusion Survey; and a researcher devised pupil questionnaire. Pupils’ communicative behaviours were analysed for a random sample of twelve video clips. Results showed that reinforcement of desirable group work behaviours using VIG enhanced pupils’ self-esteem. The VIG intervention significantly enhanced the experimental group. There was greatest impact on increasing the self-esteem of younger children. Experimental pupils’ retrospective ratings of group work significantly increased, again youngest pupils showed greatest improvement. Film observations showed a trend towards an increase in pupils’ open questions replacing closed questions. There was a significant increase in peer assessment of communicative behaviours across the whole sample, irrespective of the VIG intervention. Implications for practice and future research are discussed.
Original languageEnglish
Pages (from-to)1067-1081
Number of pages16
JournalEducational Psychology
Volume37
Issue number9
Early online date22 Jun 2017
DOIs
Publication statusPublished - 21 Oct 2017

Keywords

  • video interaction guidance
  • group work
  • communication skills
  • self-esteem

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