Cooperative Learning: The Different Types Of Cooperative Learning

Over the past decade, cooperative learning has emerged as a leading approach classroom instruction. Students completing cooperative learning group tasks tend to have higher

academic test scores, higher self esteem, greater numbers of positive social skills, fewer stereotypes of individuals of other races or ethnic groups, and greater comprehension of the content and skills they are studying

(Johnson, Johnson, & Holubee, 1993; Slavin 1991; Stahl and Vansickle, 1992). Students work in small groups

thereby cooperating to ensure their own learning and the learning of all others in their group (Johnson, Johnson,

& Holubee, 1993). This emphasis on academic learning success for each individual and all members of the group

is one feature that separates

Students must work in groups

to complete the two sets of tasks collectively. Everyone succeeds when the group succeeds.

According to Kagan, (1994) there are three types of Cooperative Learning;

*According to Slavin (1987) cooperative learning creates an environment of active, involved,

exploratory learning. Also Panitz (1996) indicates that cooperate learning involves students

actively in the learning process. Pairs of students working together represent the most effective

form of interaction, followed by threesomes and larger groups (Schwartz, Black & Strange,

1991). Involving students actively in learning encourages students‟ responsibility in learning

(Baird & White, 1984).

*here is a strong positive correlation between class attendance and success in courses (Johnson

& Johnson 1994) which may help account for the improved performance. According to Felder

(1997) additional benefits occur when cooperative learning is used for instruction in that

students‟ grades are improved, they show longer retention of information, transfer