Editing Cooperative learning (section)

== Research evidence ==

Research is missing for Kagan structures.{{Clarify|reason=What are Kagan structures?|date=May 2022}} There are no peer-reviewed studies on Kagan structure learning outcomes. Research on cooperative learning demonstrated "overwhelmingly positive" results and confirmed that cooperative modes are [[cross-curricular]].<ref name="Brown 508">{{cite book |editor-last1=Brown |editor-first1=H. |editor-last2=Ciuffetelli |editor-first2=D.C. |year=2009 |title=Foundational methods: Understanding teaching and learning |page=508 |place=Toronto |publisher=Pearson Education}}</ref> Cooperative learning requires students to engage in group activities that increase learning and adds other important dimensions.<ref name="Brown" /> The positive outcomes include academic gains, improved race relations and increased personal and social development.<ref name="Brown" /> Students who fully participate in group activities, exhibit collaborative behaviors, provide constructive feedback, and cooperate with their groups have a higher likelihood of receiving higher test scores and course grades at the end of the semester.<ref name="Tsay and Brady 2010">{{cite journal|last1=Tsay|first1=Mina|first2=Miranda |last2=Brady|title=A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?|journal=Journal of the Scholarship of Teaching and Learning|date=June 2010|volume=10|issue=2|pages=78–89}}</ref> Cooperative learning is an active pedagogy that fosters higher academic achievement.<ref name="Tsay and Brady 2010" /> Cooperative learning has also been found to increase attendance, time on task, enjoyment of school and classes, motivation, and independence.<ref>Augustine, D.K., Gruber, K. D., & Hanson, L. R. (1989-1990). Cooperation works! Educational Leadership, 47, 4-7.</ref><ref>Good, T. L., [[Barbara Reys|Reys, B. J.]], Grouws, D. A., & Mulryan, C. M. (1989-1990). Using work groups in mathematics instruction. Educational leadership, 47, 56-60.</ref><ref>{{cite book |last=Slavin |first=R. E. |year=1990 |title=Cooperative learning |place=New Jersey |publisher=Prentice-Hall}}</ref><ref>{{cite journal | last1 = Wood | first1 = K. D. | year = 1987 | title = Fostering cooperative learning in the middle and secondary level classrooms | journal = Journal of Reading | volume = 31 | pages = 10–18 }}</ref>

Benefits and applicability of cooperative learning are that students demonstrate academic achievement, the methods are usually equally effective for all ability levels, and it is effective for all ethnic groups.<ref name="Brown 507" /> Student perceptions of each other are enhanced when given the opportunity to work with one another, it increases self-esteem and self-concept, and ethnic and disability barriers are broken down, allowing for positive interactions and friendships to occur.<ref name="Brown 507" /> Cooperative learning results in increased higher level reasoning and generation of new ideas and solutions, and greater transfer of learning between situations.<ref name="Johnson 1989">Johnson, D. W. & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.</ref><ref name=":4">{{Cite web |title=The Effectiveness of Cooperative Learning in Teaching Quantitative Reasoning With Ternary Diagrams in a Science Class {{!}} NSTA |url=https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-fall-2023/effectiveness |access-date=2023-12-12 |website=www.nsta.org |language=en}}</ref>

In business, cooperative learning can be seen as a characteristic of innovative businesses. The five-stage division on cooperative learning creates a useful method of analyzing learning in innovative businesses, and innovation connected to cooperative learning seems to make the creation of innovations possible.<ref name="Siltala"/>