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For my action research project, I would like to focus on how cooperative learning affects student performance in eighth grade math.

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Summary 1 - Effects of Cooperative Learning on Students' Academic Achievement

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Summary 1 - Effects of Cooperative Learning on Students' Academic Achievement

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In this article, Gull and Shehzad research the academic achievement of students taught using cooperative learning and those who did not.  Pre and Post assessments were used to determine academic growth.  Different cooperative learning strategies were used with the students that involved working in teams rather than as individuals.  Students who participated in the cooperative learning activities had higher scores on their post-assessments than the students who were taught using traditional methods.  Gull and Shehzad concluded, "cooperative learning activities had a positive effect on academic achievement of students" (2015, p. 246).

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Gillies explained, "Interest in
cooperative learning has grown rapidly over the last three decades as research has been published that clearly demonstrates how it can be used to promote achievements in reading and writing, conceptual development in science, problem solving in mathematics, and higher level thinking and reasoning" (2014,p. 125).

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Gull and Shehzad stated that cooperative learning "presumes that team effort of students towards single goal of learning a particular aspect result in more understanding than solo
efforts" (2015, p. 247).

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PIES

Positive Interdependence

Individual Accountability

Equal Participation

Simultaneous Interaction

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kagan publishing teaching catalog teacher resources school supplies music games cooperative learning differentiated instruction educational products esl ell foreign language posters multiple intelligences textbooks math books science literature social studies

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Kagan specializes in staff development and educational resources for teachers. Visit our online store, magazine and message board the leading authority on cooperative learning, classroom discipline and multiple intelligences.

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Baloche, L., & Brody C.M. (2017) Cooperative learning: exploring
challenges, crafting innovations. Journal of Education for Teaching, Vol. 43(3), 274-283. Retrieved January 21, 2019, from https://www.tandfonline.com/doi/pdf/10.1080/02607476.2017.1319513?needAccess=true

Gillies, R.M. (2014) Cooperative learning: Developments in research. International Journal of Educational Psychology, Vol. 3(2), 125-140. Retrieved January 21, 2019, from http://hipatiapress.com/hpjournals/index.php/ijep/article/view/1087

Gull F., & Shehzad S. (2015). Effects of cooperative learning on students’ academic
achievement. Journal of Education and Learning, Vol. 9(3), 246-255. Retrieved January 21, 2019, from http://journal.uad.ac.id/index.php/EduLearn/article/view/2071/pdf_97

Kagan, S. The "P" and "I" of PIES: Powerful Principles for Success. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall/Winter 2011. Retrieved January 21, 2019, from https://www.kaganonline.com/free_articles/dr_spencer_kagan/345/The-P-and-I-of-PIES-Powerful-Principles-for-Success

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Summary 3 - Cooperative Learning: Developments in Research

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Summary 3 - Cooperative Learning: Developments in Research

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This article describes the research of cooperative learning and what makes it successful in the classroom. Gillies goes on to explain the key elements of cooperative learning. These include: establishing goals, individual accountability, interpersonal skills, promotive interaction, and group processing (Gillies, 2014). Small group structure and the role of the teacher are also discussed as important components in creating a successful cooperative learning environment. This article views cooperative learning as an effective strategy that promotes learning.

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Summary 2 - Cooperative learning: exploring challenges, crafting innovations

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Summary 2 - Cooperative learning: exploring challenges, crafting innovations

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This article discusses the challenges with using cooperative learning, as well as training and educating teachers on the topic. Teachers have been trained to use these strategies, but are teachers actually using them in the classroom? This relates to the challenges teachers have with incorporating small group activities into their lessons. The author shares stories of teachers attending professional development and learning these practices. The authors examine the importance of supporting teachers when it comes to learning new strategies and providing resources to implement these changes in instruction.