Cooperative Learning & Academic Achievement

AN INVESTIGATION OF THE EFFECTS OF COOPERATIVE LEARNING TECHNIQUES ON THE ACADEMIC ACHIEVEMENT OF MIDDLE SCHOOL (GRADES 6, 7, AND 8) LEARNING DISABLED CHILDREN

The proposed study examines whether the academic achievement of a sample of middle school (grades 6, 7, and 8) learning disabled children can be improved through cooperative learning techniques. Three cooperative teaching strategies will be tested and compared.

The study's conceptual foundation is that the factors that characterize Cooperative Learning Theory cause its application to be a strong contributor to the achievement levels of special education students and their general education peers. The factors that contribute to improved achievement, according to Vaughn, Bos, and Schumm (2002), are as follows: positive interdependence, accountability, and the use of diverse methods, materials, and group structures.

Some current research on cooperative learning indicates that it has been successful in increasing the academic achievement of non-disabled students (Vaughn, Bos & Schumm, 2002). There has been little research, however, into the effects of cooperative learning strategies on the achievement of learning disabled children. Among the studies that have been conducted using cooperative learning strategies on non-achievement variables for various exceptional and at-risk populations, some have reported positive outcomes (Bedrosian, Lasker, Spe

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g). Positive interdependence is essential to fostering significant achievement gains in a cooperative learning environment. Structures must be incorporated into the learning environment to ensure that all students in a cooperative-learning team feel a sense of responsibility toward all other team members. In this context, all team members feel responsible for the success of all other students in the team. Sharing of materials is an example of such a structure. Significance of the Study and Current Research While cooperative learning has been associated with increases in both the academic and social behaviors of non-disabled children, the findings are not clear in relation to children who are at-risk for school failure due to academic, behavioral, emotional, or other learning problems and handicaps (Vaughn, Bos, & Schumm, 2002). Of the research that has been conducted in relation to the effects of cooperative learning on the academic performance of disabled children, some positive findings have been reported. These findings are as follows: Cooperative learning was found to improve students' abilities to write stories (Bedrosian, Lasker, Speidel, & Politsch, 2003) Cooperative learning was found to help students become mor

Category: Psychology - C