Cooperative learning and other innovative ways of teaching children are more intrinsically motivating to elementary students than traditional approaches to instruction. Group learning approaches, sometimes known as cooperative or collaborative learning, are a recommended means of increasing student motivation in the elementary classroom because such approaches stress the intrinsic rewards of peer support and cooperation over such extrinsic (and temporary) rewards such as good grades or a pizza party on a Friday afternoon. Additionally, an elementary teacher needs to be mindful of children's individual learning styles and his or her own theoretical orientation in the classroom. In other words, children's levels of motivation are tied to factors which can be manipulated by a skilled instructor. The expanding teacher use of cooperative learning groups comes in many styles. An evaluation of cooperative learning strategies published in the September 1993 Elementary School Journal found that the effects of cooperative learning depended on the quality of group interaction, as one might expect. At the same time, the intrinsic nature of group-reinforcing behaviors such as compromise and cooperation lead to a furtherance of cooperation and motivation.
According to the above-mentioned article, as reported in the March, 1994, issue of Education Digest:
Frequent "high-quality" group experiences--in which group members were friendly, helped one another, showed concern for one another's welfare, and worked collaboratively--were associated with a more positive classroom environment, increased liking for school, and greater intrinsic motivation, concern for others, and self-esteem, as well as student achievement outcomes. (Tice, 1994, p. 47)
A beneficial by-product of cooperative learning is that a more positive classroom climate results, thus setting the stage for students to be more motivated to engage in the next project at hand. ...