Cooperative Learning and Student Achievement Name Institution Cooperative Learning and Student Achievement There are numerous approaches to learning and teaching; various stakeholders have invested a considerable amount of time and other resources in studies that aim to identify the most effective form of knowledge transmission…
Many studies have indicated that cooperative learning is indeed more beneficial to student achievement than the individualistic approach; however, there are distinctions and conditions that must be met in order for learners to benefit from being involved in cooperative learning (Yamarika, 2007). This essay discusses the benefits and conditions for effective cooperative learning. Benefits of Cooperative Learning Cooperative learning enables students to benefit from the efforts and successes of fellow students, giving each student the chance to contribute to the success and achievement of self and that of others. In addition, it allows students to recognize their abilities by making the contributions of each group member a valuable component of the learning process. Since each student has different talents and abilities, the groups benefit from the contributions of members and each member feels as a valuable component of the team due to the knowledge that the group may not have an idea until one contributes it. Moreover, individual achievement is celebrated by the whole group since group members feel that they played a role in the success, which motivates them to try harder (Yamarika, 2007). Some of the benefits of cooperative learning include: Cooperative learning results in better learning and academic achievement as compared to other learning approaches. Cooperative learning increases retention of content learned in class by students for later application. Students derive greater satisfaction from the learning experience, and they are encouraged to seek more knowledge. Students develop communication skills as they explain the subject matter to others and listen as their peers explain a point. Students develop social skills that are necessary as survival skills after school. Student self-esteem is boosted as students realize that they can learn on their own, and they have knowledge that others do not have. Cooperative learning promotes healthy interactions between students from various races, religions and other socioeconomic backgrounds. All these factors have positive effects on a student’s grade, and that is why cooperative learning in schools should be promoted (Roseth, Johnson, & Johnson, 2008). Conditions for Effective Cooperative Learning In order for cooperative learning to be effective, some conditions must be met; failure to meet these conditions may reduce the effectiveness of the approach, or even result in negative results on the learning experience and the performance of learners. If these conditions are met, then cooperative learning proves to be far more an effective approach to learning than individualistic and competitive approaches (Yamarika, 2007). Positive Interdependence Each group member’s contribution is unique and necessary for the success of the group, and members should be encouraged to participate as the input of each of them is directly related to the group achievement. The group should avoid focusing on the contributions of some members and ignoring the contributions or questions of others so that the group can learn as a holistic unit and not as disjointed units of individuals (Johnson & Johnson, 2009). Face-to-face Interaction This allows members to interact directly with each other in the form of oral explanation of concepts, teaching others new knowledge, analysis of level of ...
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Distributed leadership (DL) evolved as the need to improve student achievement increased, and the financial resources to accommodate more administrators decreased. Distributed leadership (DL) has been defined by many writers as shared leadership, capacity building, and transformational leadership (Leithwood and Jantzi, 2003).
The conclusion from this review states that cooperative learning, as a classroom management approach, clearly promotes higher-order thinking, especially when used in mathematics and science subjects. If educators teach their students to perform tasks productively in groups or teams, the outcomes can be a quite dynamic and creative environment.
The sporting events, classroom environment, home setting and social circle are all embedded with the concept of competition in one way or the other. Children, as a result, perceive the competitors as their rivals. They tend to build negative behaviors and attitudes towards others in their aim to compete and win.
The study aims to observe the advantages and risks involved in student grouping and the ways to promote the student interaction and student authentic engagement levels. The study identified that teacher training is required to form the effective groups and in improving the student engagement levels.
In short, students can be a very diverse group. How, then, does an instructor harmonize these diverse students in such a way as to be an effective instructor Slavin offers three suggestions, based upon extensive research, to help instructors improve the self-esteem of students, to create a sense of security in the classroom, and to promote student achievement (1997).
In this manner, this literature review exemplifies the most essential aspects of cooperative learning.
Cooperative learning is hailed as a successful teaching strategy wherein small teams, which are having students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.
Cooperative learning therefore is the 'instructional' use of small groups to propagate the idea of students working together for shared tasks and goals. The idea is relatively simple. The class is first assembled into groups and then assigned tasks. The groups are expected to accomplish those tasks till all the members of the group understand to task and complete it.
Learning includes academics, training and further encompasses the physical, cognitive, emotional and social development of every individual.
Learning activities combined with an instructional sequence produces various kinds of acquisition of
this chapter traces whether or not there is a relationship between rubrics that define clear and explicit criteria and the performance of students on their art projects, with the end in view of answering the research question posed at the start of this action research : “Will
lassroom, organizing the day, deciding the time to be taken to teach subjects, maintaining time consuming behavior problems of students, and recording the progress of students. Effective utilization of time in school starts with efficient organization and management of the
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