The effects of numbered heads together with and without incentives on the ESL quiz performance of second-grade students in a Kuwaiti inclusive classroom

Abstract

ABSTRACTThe present study examined the effects of two variations of numbered heads together (NHT), a cooperative learning strategy, on the academic performance of 24, second-grade males enrolled in an inclusion class in Kuwait. Using a pre-experimental, A–B–BC single-case research design, researchers found that (a) both NHT versions were more effective than hand raising (HR) in improving students’ daily ESL quiz scores; (b) the addition of incentives further improved student quiz performance over NHT conditions; and (c) the classroom teacher reported that the interventions were effective and socially acceptable. Implications for future research and practice are discussed.KEYWORDS: Numbered heads togetherincentivescooperative learningteacher questionsEnglish as a second language AcknowledgmentsResearchers did not receive any funds to conduct this research. This research study is original. It was neither derived from a dissertation, nor a thesis work. Additionally, researchers have no known conflict to disclose.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsHuda A. AlmumenHuda A. Almumen, Ph.D is Associate Professor of Special Education, at Curriculum and Instruction Department, College of Education, Kuwait University.Sharon L. RaimondiSharon L. Raimondi, Ph.D is a Professor of Special Education, in the Exceptional Education Department at SUNY Buffalo State College, and Director of the Joint Doctoral Program in Special Education of State University of New York at Buffalo (with Buffalo State College).Lawrence J. MaheadyLawrence J. Maheady, Ph.D is Distinguished Professor and Horace Mann Endowed Chair in the Exceptional Education Department at SUNY Buffalo State College.