The purpose of the proposed thesis is to examine the use of cooperative learning on the math achievement of students with learning disabilities (LD). So that the proposal may be fully understood, this chapter of the thesis provides a review of the literature on cooperative learning and LD students.
The review begins with a brief delineation of the nature of cooperative learning. This is followed by an examination of the general effectiveness of this instructional method for LD students. The final section of the review examines studies that have specifically examined the effects of cooperative learning on math achievement. Based on the reviewed research, conclusions are formulated about the efficacy of cooperative learning for LD students.
Cooperative Learning: Definition and Characteristics
Slavin (1988) has defined 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).
Johnson and Johnson (1989) have noted that cooperative learning has two essential characteristics. First, its basic elements are said to positive, interdependence, face-to-face interaction, individual accountability, collaborative skills and group processing. Second, cooperative learning is said to have extreme flexibility in that any curriculum can be broken down into cooperative learning strategies because the primary design of such strategies is around educational goal attainment.
Effectiveness of Cooperative Learning For LD Students
There is ample evidence of positive benefits from cooperative learning with LD students. Even early research indicates the strengths of this method. For example, a study conducted by Carlson (1984) explored the academic and social learning effects on both students and teachers ...