Autor: UNOi

Fecha: 6 de enero de 2014

Research Supporting Cooperative Learning

By Elaine Gallagher          Research on cooperative learning demonstrated “overwhelmingly positive” results and confirmed that cooperative modes are cross-curricular. Cooperative learning requires students to engage […]

Elaine Gallagher 05 cegBy Elaine Gallagher

         Research on cooperative learning demonstrated “overwhelmingly positive” results and confirmed that cooperative modes are cross-curricular. Cooperative learning requires students to engage in group activities that increase learning and adds other important dimensions. The positive outcomes include: academic gains, improved relations with others, and increased personal and social development.

         To be successful, the teams formed must be small (3-5 members), and each person on the team must have a role for which he/she is responsible. There should be two marks: one mark that each team member receives for the quality of the overall group project, (usually based on a rubric), and one mark for his/her role participation on the team. (Gallagher, 2010).

         Brady & Tsay (2010) report that students who fully participated in group activities, exhibited collaborative behaviors, provided constructive feedback and cooperated with their group had a higher likelihood of receiving higher test scores and course grades at the end of the semester.

         Results from Brady & Tsay’s (2010) study support the notion that cooperative learning is an active pedagogy that fosters higher academic achievement (p. 85). Cooperative learning has been found to also increase attendance, time on task, enjoyment of school and classes, motivation, and independence.

         Slavin states the following regarding research on cooperative learning which corresponds with Brady & Tsay’s (2010) findings.

  • Students demonstrate academic achievement
  • Cooperative learning methods are usually equally effective for all ability levels.
  • Cooperative learning is effective for all ethnic groups
  • Student perceptions of one another are enhanced when given the opportunity to work with one another
  • Cooperative learning increases self esteem and self concept
  • Ethnic and physically/mentally handicapped barriers are broken down allowing for positive interactions and friendships to occur

       Johnson and Johnson (1989) concluded cooperative learning results in:

  • Increased higher level reasoning
  • Increased generation of new ideas and solutions
  • Greater transfer of learning between situations

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