Document Type
Article
Publication Date
Fall 2024
Abstract
Teachers have long utilized different classroom collaborative learning strategies such as think-pair-share, partner work, or group projects to enhance student engagement and learning. However, effective implementation remains a challenge, requiring teachers to balance collaborative efforts with individual accountability. Teachers need to balance effective group work while maintaining an expectation of individual work. This study investigates the impact of cooperative learning on knowledge retention and the development of positive peer relationships among students. Based on a literature review about the effectiveness of cooperative learning in education, research was done with two groups of fourth-grade students in a rural, public school in Iowa. Analysis of observational notes, student surveys, and pre-and post-test results demonstrate positive perceptions among students and growth in knowledge retention. Students shared their thoughts about working with their peers and while mostly positive, some students would have preferred to work alone. These findings suggest that while cooperative learning is a valuable instructional strategy, it is most effective when complemented by opportunities for individual work. The study highlights the importance of supporting teachers in integrating cooperative learning thoughtfully to meet the diverse needs of students.