Cooperative Learning and Student Achievement

I n recent years, axtperative learn ing has been proposed as a solu tion to a staggering array of prob lems. Oxjperative learning methods have been offered as an alternative to ability grouping, special programs for the gifted, Chapter I pull-outs, and special education They have been suggested as a means of introducing higher-level skills into the curriculum, of ensuring students an adequate level of basic skills, of mamstreaming aca demically handicapped students, and of giving students the collaborative skills necessary in an increasingly in terdependent society Further, coop erative learning methods have been proposed as a major component of bilingual and ESI, programs and as a way to improve relationships among students of different racial or ethnic backgrounds. There is evidence that cooperative learning can in fact, under certain cir cumstances, accomplish many of these goals However, i am becoming increas ingly concerned about a widespread belief that all forms of cooperative learning are instructionally effective This is emphatically not the case Two Essential Conditions Two conditions are essential if the achievement effects of cooperative learning are to be realized First, the cooperating groups must have a group goal that is important to them. For example, groups may be working to earn certificates or other recognition, to receive a few minutes extra of re-