| Abstract: | AbstractPupils learned a German vocabulary task either working in pairs or working alone. Those working in pairs could either assume a teacher role, a pupil role, or alternate these roles. The time taken to undertake the task was measured and achievement was appraised by means of an achievement test. Thus it was possible to estimate the amount of learning per unit of time. The latter is a measure of efficiency of learning. Those who worked alone tended to learn more per unit of time than those who worked in pairs. Subjects showed an increase in efficiency from the fourth to the sixth grade. |
