Elements of Cooperative Learning

Cooperative Learning: Definition and Theoretical Foundations

Slavin (1982) defines cooperative learning as:

. . . instructional methods in which students of all levels of performance work together in small groups toward a common goal. The essential feature of cooperative learning is that the success of one student helps other students to be successful. (p.6)

Theoretically, the question may be asked: How is it that cooperation in learning transfers the success of one student to other students? According to Johnson and Johnson (1974), understanding this transference can be attained through examination of the structure of learning goals.

Johnson and Johnson report that values underlie choices of goal structures in learning situation. For example, if reaching the goal requires competition, then as part of a "hidden curriculum" students will be learning such things as how to compete, what it takes to compete, the rewards of competition, etc. The authors report that students are also le

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s about the subject area and about the cooperative debate strategy than did students in the non-debate group. The foregoing findings indicate that group discussion may play a significant role in the positive achievement gains associated with cooperative learning strategies. This possibility was examined in a study conducted by Yager, Johnson, Johnson and Snider (1986). In this study the authors stated that: The impact on achievement of (a) cooperative learning, in which members discussed how well their group was functioning and how they could improve its effectiveness, (b) cooperative learning without any group processing, and (c) individualistic learning were compared on daily achievement, postinstructional achievement, and retention. (Yager, Johnson, Johnson & Snider, 1986, p. 389) Students in the study were 84 third grade students who were randomly assigned to the three experimental conditions. All conditions were controlled for both the sex and ability level of students. Yager et al. reported that students in the group processing/discussion condition showed significantly greater achievement in all areas than did students in the other two conditions. The significant effects found for student learning as a function of di
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Approximate Word count = 4417
Approximate Pages = 18 (250 words per page)

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