Cooperative Learning - Research Supporting Cooperative Learning

Research Supporting Cooperative Learning

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 race relations and increased personal and social development. Brady & Tsay (2010) report that students who fully participated in group activities, exhibited collaborative behaviours, 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 is 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

According to Reijo Siltala cooperative learning is significant in business field.

• Cooperative learning can be seen as characteristic for innovation businesses.
• The five stage division on cooperative learning creates a useful method of analysing learning in innovation businesses.
• Innovativity connected to cooperative learning seems to make the creation of innovations possible.