Cooperation compared with individualistic efforts typically results in higher achievement, greater retention, and greater social competence and self-esteem¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The report asserts, citing research on cooperative learning, that cooperation typically results in higher achievement, more positive relationships, and greater self-esteem, and that these outcomes are related to retention. → Rood 1998

Evidence¶

Rood 1998¶

Rood, M. E. (1998). Cooperative Learning Staff Development. Final Report. Fiscal Year 1997-98. Luzerne County Community College. https://eric.ed.gov/?id=ED427216

q1 · i? · the article prints no effect size for this finding · design · r1

The project report's rationale section asserts this as established by research on cooperative learning, without citing specific studies or reporting any data from the project itself. The claim is the report's own summary assertion.

"From the research on cooperative learning, we know that cooperation typically results in higher achievement, more positive relationships, and greater self-esteem. All of these outcomes are related to retention."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• Collaborative Learning Improves Outcomes — related
• Cooperative Learning Improves Achievement — a narrower finding that bears on this claim
• Cooperative learning produces significantly greater achievement than traditional instruction in most long-duration controlled comparisons — a narrower finding that bears on this claim
• Service-learning within integrated projects is associated with improvements in students' self-efficacy, self-esteem, social responsibility, and community participation — related
• Small-group learning improves undergraduate STEM achievement — a narrower finding that bears on this claim
• A meta-analysis of 352 studies found achievement was higher for students engaged in cooperative learning than in competitive or individualistic learning — a narrower finding that bears on this claim
• Strong relational trust and cooperative adult effort distinguish improving schools from schools with flat or declining test scores — related
• Cell-Ed micro-module learners showed significantly higher self-esteem scores than a control group — a narrower finding that bears on this claim
• Instructional practices aligned to the Belonging MDP were associated with significant declines in students' perceptions that science required too much effort or threatened self-esteem — related
• The LI(A)RA project produced competitive, scholarly, and educational outcomes that validated the framework's practices — related
• Cooperative concept mapping produces better meaningful learning than individualistic concept mapping — a narrower finding that bears on this claim
• The review reports that jigsaw classrooms produced gains in self-esteem, interpersonal attraction, empathy, and minority academic achievement without cost to majority students — related
• Cooperative learning is associated with greater peer acceptance and cross-group friendships and has been shown to reduce bullying and perceived stress among marginalized students — a narrower finding that bears on this claim