1. Cooperative Learning
& the
Introverted Student
Carl Mahlmann
University of Texas at Arlington
July 27, 2014

2. Presentation Outline
1) Introduction: Statement of the problem
2) Literature Review
3) Methodology & Results
4) Discussion
5) Summary

3. Introduction:
What’s the Problem?

4.  Cooperative Group Learning:
Commonly-used Instructional Method
Where does that leave the 
Intrapersonal Learner / Introvert?

5. Basic research study question:
Is the current emphasis on group work /
cooperative learning activities:
- Beneficial or Detrimental to, or
- Does it have No Effect either way on,
Introverted/Intrapersonal Learners?

6. Literature Review

7. Literature Review
Cooperative Learning Introverts/Interpersonal Learners
a) What is it? a) Who are they?
b) To what extent is it being used in
classrooms?
b) What are their learning
styles/preferences?
c) What have been the overall results of this
method?
c) What have been the results of
cooperative learning with
introverts / intrapersonal learners?
d) What have been the results of this method
on different classifications of students?

8. Cooperative Learning: What is it?
 Independent Learning
Cooperative Group Learning 

9. Cooperative Learning: To what extent is it being used?
Then…
Now.
Now.Now.Now.
Now. Now.

10. Cooperative Learning: What have been the overall results?
Cooperative learning has been widely studied and is
accepted today as a ‘best practice’ with measurable benefits.
(Johnson, D. W., & Johnson, R. T., 1989.)
A synthesis of research about cooperative learning finds that
cooperative learning strategies improve the achievement
of students and their interpersonal relationships.
(Dotson, 2001.)
“ “
“ “

11. Cooperative Learning: What have been the results
with different classifications of students?
The general consensus is that cooperative learning… usually
does result in positive student outcomes in all domains.
(Johnson & Johnson, as cited in Dotson, 2001.)
“ “
“ “Cooperative learning has been found to be a
successful teaching strategy at all levels, from
pre-school to post-secondary.
(Dotson, 2001).

12. Cooperative Learning: What have been the results
with different classifications of students?
In 67 studies… (61%
showed) …Positive effects…
in all major subjects, all
grade levels, in urban,
rural, and suburban
schools, and for high,
average, and low achievers.
“
“
(Slavin, as cited in Dotson, 2001.)

13. Introverts & Extraverts: Who are they?
Most people utilize elements of both; however there
generally is a dominant personality trait that reflects
best how the individual prefers to work or deal with
the environment… (Burruss & Kaenzig, 1999.)
“
“
“Introversion” & “Extraversion” are terms used to
describe a person’s personality / temperament.

14. Introverts & Extraverts: Who are they?
“ “The introvert’s main focus is within his/her head, in the internal world
of ideas and concepts; the extravert’s primary focus is on the external
world of people and activities. (Myers & Myers, 1980.)

15. Introverts & Extraverts: Who are they?
“The main difference
between the extrovert
and the introvert is
how each receives
his energy.
(Isaacs, 2009.)
“
“
“Introverts are energized
by solitude. Extroverts
are energized by
interactions with others.
(Sacks, 2012.)

16. Introverts & Extraverts: Who are they?
Retrieved from: http://danineteen.wordpress.com/2013/05/08/dr-carmellas-guide-to-understanding-the-introverted/

17. Introverts & Extraverts: Who are they?
Retrieved from: http://danineteen.wordpress.com/2013/05/08/dr-carmellas-guide-to-understanding-the-introverted/

18. Introverts/Intrapersonal Learners: What are their Learning Styles?
The descriptions of Extroverted & Introverted
personality profiles seem to correlate with
certain aspects of Howard Gardner’s learning
styles theory –
Interpersonal and Intrapersonal learning styles.

19. Introverts/Intrapersonal Learners: What are their Learning Styles?
Fleming's VAK/VARK
model: Limited to 3
Gardner’s Multiple Intelligences model:
Includes Interpersonal & Intrapersonal

20. Introverts/Intrapersonal Learners: What are their Learning Styles?
Interpersonal Intrapersonal
Understanding, interacting with others. Understanding one's own interests, goals.
Learn through interaction. Tend to shy away from others.
Have many friends, empathy for others,
street smarts.
They're in tune with their inner feelings; they have
wisdom, intuition and motivation, as well as a
strong will, confidence and opinions.
Can be taught through group activities,
seminars, dialogues.
Can be taught through independent study and
introspection.
Tools include the telephone, audio
conferencing, time and attention from the
instructor, video conferencing, writing,
computer conferencing, E-mail.
Tools include books, creative materials, diaries,
privacy and time.
They are the most independent of the learners.
(Lane, 2004).

21. Introverts/Intrapersonal Learners: What are their Learning Styles?
Correlating these personality profiles & learning styles, it
may be said that:
Extraverted Student Introverted Student
Has Interpersonal Learning Style. Has Intrapersonal Learning Style.
Learns through Interaction with Others. Is an Independent Learner.
Is Energized by those Interactions. Is Energized by Working in Solitude.

22. Introverts/Intrapersonal Learners: What are their Learning Styles?
Specific learning needs of
Introverted/intrapersonal learners:
“ “Introverts Need Time.
Introverts Need Space.
(Baldasaro, 2012.)

23. Introverts/Intrapersonal Learners: What are their Learning Styles?
Introverts
Need
Time.

24. Introverts/Intrapersonal Learners: What are their Learning Styles?
Introverts
Need
Space.

25. Introverts/Intrapersonal Learners: What are their Learning Styles?
This then, prompts
the question:
How do these students
function when operating
in Cooperative Learning
settings?
The literature review
indicates that:
Introverts have learning
styles that differ from
those of Extraverts – They
require a certain degree of
solitude and time to work
at their own pace.

26. Introverts/Intrapersonal Learners:
What have been the results of
Cooperative Learning with this sub-group?
Although the literature review revealed an extensive body of
research regarding how Cooperative Learning practices
affect students from various backgrounds, grade levels &
achievement levels, the research on Cooperative Learning
methods as related to Introverted / Intrapersonal Learners
seems to be limited.

27. However, the recent
publication of the book Quiet:
The Power of Introverts in a
World That Can’t Stop Talking,
by Susan Cain in 2012 has
opened the topic as to
whether or not Cooperative
Learning is a “best practice”
for Introverts.

28. In discussing Cain’s book,
Genevieve White states:
… it is clear that Cooperative
Teaching provides an
engaging and inclusive
methodology. But do we risk
alienating our Introverted
Learners through an over
reliance on it?
“
“
And Ariel Sacks seems to
answer:
Progressive education
can often favor the
Extrovert because of
the emphasis on
Cooperative Learning
and class participation.
“
“

29. Schmeck and Lockhart also
suggest that:
A learning environment
stimulating enough for
Extraverted students
may be too stimulating
for Introverted students
(and for the teacher).
“
“
(Schmeck & Lockhart, 1983).
Furthermore, Burruss &
Kaenzig suggest:
Instruction for the Introvert
should differ from that
provided for the Extravert.
(Burruss & Kaenzig,1999).
“ “

30. The literature review revealed that:
- Results of Cooperative Learning methods related to
Introverted / Intrapersonal learners appears to be limited.
- However, there appears to be an emerging school of
thought that questions whether or not this method is
effective for this particular sub-group of the population, and
- Suggests that there is a need to offer Introverted students
alternatives to the popular trend of Cooperative Learning.

31. Further question to consider:
- Researchers estimate Introverts make up
16% – 50% of the population. (Buettner, 2012).
- So, if Introverts are a minority, is it possible
that the studies regarding the positive effects
of Cooperative Learning have been skewed by
the predominance of Extraverts in the
classroom?

32. Specific Research Questions
1) What % of the student population can be identified
as Introverted?
2) What are their learning styles/preferences?
3) To what extent does Cooperative Learning affect their
performance on math assessments?
4) What effect does Cooperative learning have on their
attitudes toward learning in mathematics classrooms?

33. Hypothesis
Null hypothesis used:
For students identified as Introverted –
- There will be no difference between results of lessons
taught using Cooperative Learning methods vs.
Independent Learning methods
- Pertaining to both Performance on math assessments
and in Attitudes toward learning in math classroom.

34. Methods & Results

35. Totals Control Group Treatment Group
Demographic N % N % N %
White 31 50% 15 48% 16 52%
African-American 24 39% 14 45% 10 32%
Hispanic 5 8% 1 3% 4 13%
Asian 2 3% 1 3% 1 3%
Male 31 50% 16 52% 15 48%
Female 31 50% 15 48% 16 52%
Econ. Disadvantaged 44 71% 22 71% 22 71%
ELL 2 3% 0 0% 2 6%
Gifted & Talented 13 21% 6 19% 7 23%
SPED 2 3% 0 0% 2 6%
Table 1. Demographic Characteristics of Study Participants
Note. The total number of participants was 62, with 31 participants in each group.

36. 1) What % of the student population are Introverts?
Students participated in a personality
preferences survey using a Jung Typology Test .

37. Figure 1. Dual percentage scale measuring a person’s preferences toward the
attitudes Extraversion or Introversion.
1) What % of the student population are Introverts?
Students scoring Slight to Strong (10% to 100%) on:
- Extraversion scale identified as Extraverted,
- Introversion scale identified as Introverted.

38. 1) What % of the student population are Introverts?
N & % of Students identified as Extraverted or Introverted according to
this survey:
Table 3. Personality Preferences of Study Participants
% of Students identified Introverted in this study = 29%.
(Compared to researchers estimate of 16% – 50%. (Buettner, 2012).

39. 2) What are their Learning Styles / Preferences?
Students were given a
Learning Style inventory
assessment based on
Gardner’s Multiple
Intelligence model –
includes Interpersonal
(Extraverted) &
Intrapersonal
(Introverted) learners .

40. 2) What are their Learning Styles / Preferences?
Of the 18 students identified as having a personality
preference of Introversion:
- 15 (83%) had an average score > 3 for the intelligence of
“Intrapersonal,” – meaning they use that intelligence often
to help them learn.
- All 18 (100%) had a higher average score for the
intelligence of “Intrapersonal” than that of “Interpersonal.”

41. 3) How does Cooperative Learning affect their performance?
Students organized into 2 classes – 1 Control group,
1 Treatment group. Each of these groups was further
classified into sub-groups of Extraverts and Introverts.
Table 2. Sub-Group Classification of Study Participants

42. 3) How does Cooperative Learning affect their performance?
Mean scores of lesson unit assessments for the 4 sub-groups were
tabulated & compared. (See Fig. 2.)
Control Group Treatment Group
Instructional
Method
Cooperative Learning Cooperative Learning &
Independent Learning
Lesson Units 1, 3, 5, 7 (Odd) Cooperative Learning Cooperative Learning
Lesson Units 2, 4, 6, 8 (Even) Cooperative Learning Independent Learning
Lessons were designed and administered according to Learning Styles
of both Interpersonal & Intrapersonal learners – i.e., using both
Cooperative Learning and Independent Learning techniques.

43. 81.18
77.33 79.18
82.6781.45
77.78
82.73
77.00
0
10
20
30
40
50
60
70
80
90
100
Extraverts 1 Introverts 2 Extraverts 3 Introverts 4
Fig. 2. Comparison: Sub-Group Unit Test Performance
Raw Mean Total Unit Tests 1, 3, 5, 7 Raw Mean Total Unit Tests 2, 4, 6, 8
Control Group
Instructional Technique:
Cooperative Only
Treatment Group
Instructional Technique:
Alternated between Independent & Cooperative
COOPERATIVE
COOPERATIVE
COOPERATIVE
COOPERATIVE
COOPERATIVE
COOPERATIVE
INDEPENDENT
INDEPENDENT

44. 3) How does Cooperative Learning affect their performance?
Based on this analysis, it would appear that
Extraverted sub-groups and Introverted sub-groups
responded differently to different types of instruction.
Test scores were generally higher:
- For Extraverts – following lesson units taught
using Cooperative Learning techniques.
- For Introverts – following lesson units taught
using Independent Learning techniques.

45. To test significance levels,
Wilcoxon signed-rank tests
were run, comparing the
overall means of each sub-
group’s performance on
assessments following each
type of lesson unit.
An alpha level of .05 was
used for all statistical tests.
The results appear in Table 4.
Table 4. Wilcoxon signed-rank test results of Student
Performances on Lesson Unit Assessments

46. 3) How does Cooperative Learning affect their performance?
Results of Wilcoxon tests indicated the following differences
between the means of the odd and even-numbered unit tests:
- Control Sub-Groups 1 & 2: No significant differences.
- Treatment Sub-Groups 3 & 4: Significant differences
Control Group Treatment Group
Extravert Sub-group 1) p = .702 > .05 3) p = .013 < .05
Introvert Sub-group 2) p = .551 > .05 4) p = .012 < .05

47. 4) How does Cooperative Learning affect their attitudes?
- Students completed Likert-style questionnaires
following each lesson unit.
- Questionnaires were based on a 5-level scale, with
1 = Strongly Disagree, 5 = Strongly Agree.
- Mean scores of the responses of the 4 sub-groups
to these questionnaires were tabulated and
compared. (See Fig. 3.)

48. 3.66
2.11 2.49
3.613.53
2.31
3.72
2.75
0.00
1.00
2.00
3.00
4.00
5.00
Extraverts 1 Introverts 2 Extraverts 3 Introverts 4
Raw Mean Total Attitude Surveys 1, 3, 5, 7 Raw Mean Total Attitude Surveys 2, 4, 6, 8
Fig. 3. Comparison: Sub-Group Attitude Survey Responses
COOPERATIVE
COOPERATIVE
COOPERATIVE
COOPERATIVE
COOPERATIVE
COOPERATIVE
INDEPENDENT
INDEPENDENT
Control Group
Instructional Technique:
Cooperative Only
Treatment Group
Instructional Technique:
Alternated between Independent & Cooperative

49. 4) How does Cooperative Learning affect their attitudes?
Results of this data analysis were consistent with
those of lesson assessments.
Attitude scores were generally higher:
- For Extraverts – following lesson units taught
using Cooperative Learning techniques.
- For Introverts – following lesson units taught
using Independent Learning techniques.

50. To test significance levels,
Wilcoxon signed-rank tests
were run, comparing the
overall means of each sub-
group’s responses to surveys
following each type of lesson
unit.
An alpha level of .05 was
used for all statistical tests.
The results appear in Table 5.
Table 5. Wilcoxon signed-rank test results of
Student Responses to Lesson Unit Surveys

51. 4) How does Cooperative Learning affect their attitudes?
Results of Wilcoxon tests indicated the following differences
between the means of the odd and even-numbered units:
- Control Sub-Groups 1 & 2: No significant differences.
- Treatment Sub-Groups 3 & 4: Significant differences
Control Group Treatment Group
Extravert Sub-group 1) p = .135 > .05 3) p = .000 < .05
Introvert Sub-group 2) p = .167 > .05 4) p = .010 < .05

52. Discussion

53. Study seems to indicate a significant correlation
between students’ personality preferences
toward Introversion or Extraversion and their
performance and attitudes toward learning in a
mathematics classroom.
Interpretation of Results

54. Results seem to support positions of
Barruss & Kaenzig, (1999) and Cain, (2012):
- Assert that learning needs of Introverts
differ from those of Extraverts.
- Suggest a need to offer Introverts
alternatives to popular method of
Cooperative Learning.
Interpretation of Results

55. 1) Small sampling size:
2 classes, 1 researcher, 1 subject, 1 school in rural area.
2) HS students often adapt behavior & attitudes to conform
to perceived dominant culture in order to be accepted
(Reed, 2008).
So, students may not have responded to the questions on
the attitude survey authentically.
Limitations of Study

56. Implications of Research
1) What % of the student population can be identified as Introverted?
- Researchers estimate: 16% – 50%. (Buettner, 2012).
- Identified in this study: 29%.
If this is representative of whole population, & Introverts are a
minority, then existing research indicating that Cooperative
Learning is effective with student population as a whole may be
skewed by predominance of Extraverts.

57. Implications of Research
2) What are Learning Styles of students identified as Introverted?”
Of Introverts identified, learning styles assessment indicated that:
- 83% use intelligence “Intrapersonal” frequently to help them learn.
- 100% favored intelligence of “Intrapersonal” over “Interpersonal.”
Therefore, when educators identify students’ styles, they must include those of
Introverts & Extraverts.
Tools often used to identify learning styles are based on Neil Fleming's
VAK/VARK model – Visual, Auditory, Kinesthetic.
There needs to be a commensurable use of tools based on Gardner’s Multiple
Intelligences model – includes Intrapersonal & Interpersonal styles.

58. Implications of Research
2) What are Learning Styles of students identified as Introverted?”
Trend developing among educators to adapt Cooperative Learning for Introverts.
Strategies include:
“Think, Pair, Share,”
(Long, 2013).
Physical quiet space in the classroom.
(Baldasaro, 2012).
Asynchronous learning opportunities
(e.g., online discussion board
interaction).
Rethinking definitions of “class
participation,” on which students’ grades
based. (Monohan, 2013).

59. Implications of Research
3) How does Cooperative Learning affect
Introverts’ Performance & Attitudes?
Statistical tests led to rejection of null hypothesis – that there
would be no difference between the results of lessons taught
using Cooperative Learning methods vs. Independent Learning
methods, among students identified as being Introverted –
pertaining to both these areas.

60. Implications of Research
3) How does Cooperative Learning affect
Introverts’ Performance & Attitudes?
- Results seem to strongly challenge prevailing ideology that
Cooperative Learning is a best practice for all learners.
- Suggests that for Introverts, Cooperative Learning may not
be the most effective methodology.

61. Recommendations for Future Research
- Limitation of this study: it cannot be assumed that small
sampling represents the whole population.
- Compelling findings suggest a need for a similar study to be
performed with wider sampling.
- Recommend looking at students in different grade levels &
content areas.
- Would similar findings be discovered among elementary school
introverts in another discipline?

62. Summary

63. Summary
Retrieved from: http://www.kaskus.co.id/thread/5277d1e2becb17b775000002/new--introvert-kaskus-community--home-base/1

64. What have been
your observations
regarding Introverts
in your classroom?

65. Q & A