Research for The Future : Research on Cooperative Learning and Achievement : What We Know, What We Need to Know  

Oleh:

Slavin, Robert E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 21 no. 01 (Jan. 1996), page 43-69.
Topik: LEARNING; student; achievement; research; cooperative learning

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Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Research on cooperative learning is one of the greatest success stories in the history of educational research. While there was some research on this topic from the early days of this century, the amount and quality of that research greatly accelerated in the early 1970s and continues unabated today, a quarter-century later. Hundreds of studies have compared cooperative learning to various control methods on a broad range of measures, but by far the most frequent objective of this research is to determine the effects of cooperative learning on student achievement. Further, cooperative learning is not only a subject of research and theory, but it is also used at some level by millions of teachers. A recent national survey (Puma, Jones, Rock, & Fernandez, 1993) found that 79% of elementary teachers and 62% of middle school teachers reported making some sustained use of cooperative learning. There are many very important questions in research on this topic, and a great deal of development and evaluation remains to be done. In its fullest conception, cooperative learning provides a radically different approach to instruction, whose possibilities have been tapped only on a limited basis. While there is a growing consensus among researchers about the positive effects of cooperative learning on student achievement as well as a rapidly growing number of educators using cooperative learning at all levels of school.

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