The Effectiveness of Cooperative Learning Strategies in Multicultural University Classrooms
Abstract
Cooperative learning applications in multicultural university classrooms were the focus of this investigation. The purpose of the study was to compare selected cooperative learning methods (drill and review dyads, cooperative response techniques, and group grading incentives) with traditional learning methods. For 18 weeks, 61 students in undergraduate educational psychology classes participated in one of the two conditions. On three of four measures of achievement, the cooperative group showed significantly stronger performance than the noncooperative group. In addition, students exposed to the cooperative instructional methods reported significantly more favorable attitudes toward classroom instruction.
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