Effects on Literacy Skills of Different Learning Methods

Specifically, the review places this study within the context of existing research by delineating and evaluating the three major areas of the cooperative learning literature. These areas are the: (l) theoretical foundations of cooperative learning; (2) empirical investigations of cooperative learning's efficacy for student behavior; and (3) empirical investigations of the teacher's role in cooperative learning. It can be noted that investigations of the teacher's role in cooperative learning are particularly important to the proposed study because if the CCLC decides to use cooperative learning in place of its current use of the Laubach method, it will be necessary for teachers to understand what is required of them with respect to this method of learning.

Cooperative Learning: Definition and Theory

Slavin (1982) has defined cooperative learning as:

. . . instructional methods in which students of all levels of performance work toge

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cooperative conditions than in the individualistic learning condition. Further, structured groups were associated with better performance than unstructured groups. With respect to the effects of cooperative learning on student achievement an extensive meta-analysis of over 122 studies was conducted by Johnson, Maruyama, Johnson and Skon (1981). Summarizing the over 286 findings which these studies observed, the authors concluded that: The results of the meta-analyses indicate (a) that cooperation is considerably more effective than interpersonal competition and individualistic efforts, (b) that cooperation with intergroup competition is also superior to interpersonal competition and individualistic efforts, and (c) that there is no significant difference between interpersonal competitive and individualistic efforts (Johnson, Maruyama, Johnson & Skon, 1981, p.47). The foregoing review of the empirical studies of cooperative learning and student achievement clearly show that cooperative learning has an established record of positive influence on student achievement. However, it should be pointed out here that group structures and format in cooperative learning situations can and do differ and the magnitude of gain can system
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Approximate Word count = 7300
Approximate Pages = 29 (250 words per page)

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