Evaluation of cooperative learning implementation in the classroom

Abstract

This study examined how Cooperative Learning was being implemented by teachers in one board of education. Cooperative Learning is an instructional strategy which involves students working together in carefully designed groups. The academic and social benefits of Cooperative Learning are well documented but there is a lack of information on its prevalence in classrooms. This study focused on the following questions: How are teachers using Cooperative Learning in their classrooms? What difficulties are they experiencing?

How will/have they resolve(d) these difficulties? The data for this study were collected through questionnaires and interviews that were developed from the Concerns-Based Adoption Model. This model of change focuses on the change from the point of view of the person undergoing the change. The process of data analysis involved organizing the data into reoccurring themes. From this study's findings, it appears that few teachers in this board had fully implemented Cooperative Learning in their classrooms. This study provided valuable insight into the difficulties that they were experiencing. These difficulties fell into 3 main categories: educational climate, teaching assignments, and Cooperative Learning itself. The teachers provided valuable suggestions to help them better implement Cooperative Learning into their classrooms. They were aware of what Cooperative Learning should look like and overwhelmingly suggested that more support be made available to them.