Does Cooperative Learning Mean Equal Learning?

Abstract

This article compares the progress of college business students of different achievement levels after they have engaged in cooperative learning. A ratio of the average post-cooperative learning test scores to the average precooperative learning test scores for each student measured progress in a semester-long, introductory course. The ratios reflect significant variability in relative achievement among the 215 students classified as low, average, and high achievers. Additionally, the low-achieving students appeared to benefit most from cooperative learning. This result suggests that cooperative learning may be particularly valuable in helping low achievers succeed.