Communicative approach to Language Teaching

search found 164 studies investigating eight cooperative learning methods. The studies had yielded 194 independent effect sizes representing academic achievements. Cooperative learning is one of the most remarkable areas of theory, research, and practice in education. It occurs when students work together to accomplish shared learning goals Johnson Johnson, 1999. A synthesis of research on cooperative learning strategies found out that these strategies improve the achievement of students and their interpersonal relationships. Researchers found out that among the 67 studies of the achievement effects of cooperative learning, 61 found greater achievement in cooperative than in traditionally taught control groups. Positive effects were found in all grade levels, in urban, rural, and suburban schools Slavin, 1991. In a meta-analysis of 158 studies, Johnson Johnson stated that current research findings prove that cooperative learning methods are likely to produce positive achievement results. The achievement levels are found to be higher when cooperative learning methods were used as compared to individualistic or competitive methods of learning Johnson, Johnson Stanne, 2000. Kagan 1994 pointed out that the grouping is essential for cooperative learning. The students are usually formed in heterogeneous groups, including a mix-ability of students a high, two middle, a low achieving student and having a mix gender that reflect the classroom population. The main reason for forming the heterogeneous group but not the homogeneous group is because it produces the greatest chances for peer tutoring and support as well as improving racial integration Kagan, 1994. Slavin 1995, stated that factors contributing to success of cooperative learning are group goals and individual accountability. Teachers provide students with incentive and motivation to help and encourage each other to work harder to increase their performance in the group. There is strong evidence that group grades and team rewards are most successful for motivation Slavin, 1995. According to Johnson, Johnson, and Holubec 1993, students who are at the most fundamental level must be able to move into groups with a minimum of noise and fuss. They should be able to work with the group by using soft voices so that they would not disturb other students. These management skills also include group social skills such as encouraging everyone to work together, calling other group members by name and distributing of tasks equally. These are basic cooperative skills which students have to learn. Even adults still need to learn these skills. Furthermore, students also need the opportunity to be taught how to work in groups and how to be a productive group member. Each member has to play a role during cooperative tasks which allow students to practice behaviors that will both benefit the group and deeper understanding of content Putnam, 1997. Putnam 1997 compares cooperative learning with traditional learning group. Research indicates that this is a worthwhile effort. Putnam found that cooperative learning is not simply putting students in a group in order to accomplish a task, but a well-planned strategy designed to promote content learning, trust in others and social development. Table 2.1 shows the comparison between cooperative learning and traditional learning.