Cooperative learning in teams: State of the art

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Abstract
This article reviews classroom research on cooperative‐learning techniques. These are instructional methods in which students work in 4–6 member, heterogeneous teams to master prescribed academic material or to carry out a group project or discussion. The review is focused on the four cooperative‐learning techniques in widest use in classrooms, although less widely used methods are also discussed. Only studies which took place over a period of at least two weeks are reviewed. It is concluded that: (a) Cooperative learning methods are generally more effective than control methods in increasing student achievement, but the effects arc not consistent. Some evidence suggests that highly structured cooperative methods are best for basic skills, while more open‐ended methods are best for higher‐order skills. (b) Cooperative learning methods have generally positive effects on student inter‐ethnic relations, mutual concern, self‐esteem, liking of school, and other variables.