Cooperative Learning

The research on cooperative learning environments has generally focused upon several well-developed classroom structures. These environments substantially modify the nature of the classroom in an attempt to foster cooperation. Further, this research has focused upon the effects of cooperative learning on academic achievement and interpersonal.

When Johnson and Johnson ( 1975) developed their method of cooperative learning, often called Learning Together, it was quite general in terms of implementation. A cooperative goal structure was described as one in which there is a group goal, sharing of ideas and materials, a division of labor when appropriate, and group rewards. In the research reports of this method, the typical description was that students worked as a group to complete a single group product, shared ideas and helped each other with answers to questions, made sure all members were involved and understood group answers, and asked for help from each other before asking the teacher, and the teacher praised and rewarded the group on the basis of group performance.

Considerable research has established an effect of cooperative learning on academic achievement. However, there is disagreement about what type of cooperative learning environment leads to enhanced academic performance. For example, Johnson et al. ( 1981) conducted a meta-analysis of 122 studies investigating cooperative learning. Their conclusions were that cooperation goal structures produce greater achievement than either competitive or individualistic structures, which do not differ in their effects upon achievement; and cooperative goal structures that do not create inter-group competition produce greater achievement than cooperative structures that do create inter-group competition.

Slavin (1983b) countered with an analysis of 46 studies that had examined the academic achievement of individual children rather than the achievement of the group. He clearly pointed out the need to differentiate between the task structure (i.e., working as a group or as an individual) and incentive structure. He noted that while all cooperative learning methods use some form of cooperative task structure, some use cooperative incentive structures for individual learning (e.g., group rewards based upon the average or composite performance of the group), and some use cooperative incentive structures for group learning (e.g., group reward based upon a group product).