Cooperative Learning: The effects on Student Learning

1. Cooperative Learning: The effects on Student Learning April Renee Canales EDCI 6300.61 Dr. A. Herrera Spring 2012

2. Problem Statement • The problem isthat lack of cooperative learning in South Texas middle schools creates a negative  effect on student achievement in core areas as specified by the Texas Essential Knowledge and Skills and measure by the state assessment STAAR exam.

3. Purpose and Need • The purpose of the research is todiscover if cooperative learning has a positive affecton student achievement. • Theneed of the research is relevant to student learning since, “It is know that cooperative learning is effective in developing students’ upper level mental abilities, communicative skills, achievement, retention, recall, transfer, motivation, and  attitude (Kose, Sahin, Ergun, & Gezer, 2010).”

4. Types of Research • Most of the literature researched were based on quantitative research, which consisted of experimental studies with control groups and experimental groups. • Researchers analyzed students’ scores achieved on pre-tests and post-tests to evaluate if cooperative learning had a positive impact on student achievement.

5. Reviewing the Literature • Cognitive research shows that successful learners are active participants in learning (Texas Center for Educational Research 2001). • Recognizing recent research on teaching, Texas has made learner-centered principles the cornerstone of the teacher appraisal system, yet teacher-directed instruction continues to prevail (Texas Center for Educational Research 2001).

6. Reviewing the Literature • In an interview a teacher shared, “Remedial students gain a lot more, they finish more, learned more, and gained self-esteem (Jenkins, Antil, & Wayne, 2003 ).”

7. Reviewing the Literature • After statistical analyses of pre-tests and post-tests scores of student achievement and self-esteem, students of all learning abilities had increases in scores after the cooperative learning treatment (Elmore & Zenus, 1994)

8. Results • When reviewing the literature, a major finding is cooperative learning has an impact on student achievement and self-esteem based on pre-tests and post-tests.

9. Gaps in Literature • There is a limited amount of studies done on the effects of cooperative learning based on gender, ethnicity, and socio-economic status. • There was little explanation of how students engaged in cooperative learning other than they were divided into groups.

10. Conclusion • Based on the studies analyzed, one can infer that cooperative learning has a positive impact on student achievement of students with different learning abilities, strengthen communication skills, and raise self esteem.

11. Cooperative Learning in My Classroom • Cooperative learning has been proven to be a great learning strategy, but direct instruction is still used as a major part of my instruction. • Lack of training • Time • Classroom management • Student resistance to cooperative learning • Cooperative learning is important for not just student achievement, but for students to learn basic social skills they will need as they grow up • The pressure of being held accountable for student scores

12. Sources • Jenkins, J. R., Antil, L. R., & Wayne, S. K. (2003). How cooperative learning works for special education and remedial students. Exceptional Children, 69(3), 279-292 • Köse, S., Şahin, A., Ergün, A., & Gezer, K. (2010). The effects of cooperative learning experience on eighth grade students' achievement and attitude toward science. Education, 131(1), 169-180. • Texas Center for Education Research. (2001). Principals’ views on effective instructional practices: Findings and implications for policy and practice. Austin, TX: Author • Microsoft PowerPoint • Google Images