Classroom research primarily supports the motivational perspective on cooperative learning effects¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes group goals and individual accountability for group success. → Slavin 2014

Evidence¶

Slavin 2014¶

Slavin, R. E. (2014). Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. Anales De Psicología, 30(3), 785–791. https://doi.org/10.6018/analesps.30.3.201201

q2 · i? · review · r?

The review reports, from its synthesis of practical classroom research on cooperative learning, that evidence "primarily supports the motivational perspective." No pooled effect size is printed; this is the review's own narrative assessment of the evidence base.

"Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes the use of group goals and individual accountability for group success."

Discussion¶

Related Claims¶

• In school studies, cooperative and peer-learning methods that reward groups on every member's individual learning raised achievement more than methods without such rewards — a narrower finding that bears on this claim
• Cooperative learning produces significantly greater achievement than traditional instruction in most long-duration controlled comparisons — related
• Cooperative Learning Improves Achievement — related
• In secondary-school research, cooperative learning beat frontal teaching in 68% of comparisons, with STAD most and Jigsaw least successful — related
• Accountability can produce positive or negative effects depending on type, decision context, and task nature — related
• The article argues extrinsic rewards such as grades can reduce intrinsic motivation and should be phased out — related
• Collaborative Learning Improves Outcomes — related
• Across cultures, classroom arrangements facilitating cooperative learning are more effective in supporting motivation and achievement than individual or competitive goal structures — related