Cooperative Learning

Abstract

Research on classroom cooperative learning techniques, in which students work in small groups and receive rewards or recognition based on their group performance, has been increasing in the past few years. This review summarizes the results of 28 primary field projects lasting at least 2 weeks, in which cooperative learning methods were used in elementary or secondary classrooms. The pattern of research findings supports the utility of cooperative learning methods in general for increasing student achievement, positive race relations in desegregated schools, mutual concern among students, student self-esteem, and other positive outcomes. The various cooperative learning methods are contrasted in terms of characteristics and outcomes, and the next steps for research in this area are outlined.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 906 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.