The effect of goal structures on intergroup relations in the classroom

Abstract

This thesis investigated the effectiveness of cooperative learning, individualistic learning, competitive learning and traditional learning (control group) in promoting more positive intergroup relations in the classroom. The literature and past research supporting the theoretical framework, namely the contact Hypothesis and Social Identity Theory of Allport and Tajfel were explained. This investigation took place at a high school in the western Cape. Six grade nine classes were selected. Each class was co-educational and heterogeneous (based on ethnicity). The researcher taught each class. Three questionnaires were used in the research. The Socio-metric questionnaire was used to examine intergroup relations. The Attitude questionnaires (Acceptance of Others and Acceptability to Others) were used to measure the acceptance of others by the learner and acceptability to others in the classroom. The Goal Structure questionnaire was used to ensure appropriate use of the various teaching methods by the researcher.