INTERACTION PROCESSES AND STUDENT OUTCOMES IN COOPERATIVE LEARNING GROUPS

This research examined relations between small-group learning experiences and various academic and social outcomes. Observational measures of the frequency and quality of cooperative learning activities in 18 fourth- through sixth-grade classrooms from 4 schools in 2 districts were related to questionnaire measures of students' attitudes toward school; perceptions of classroom climate; intrinsic motivation; and social attitudes, skills, and values; and to performance on a measure of reading comprehension and a standardized achievement test. The findings indicated that the effects of cooperative learning on students depend on the quality of group interaction. Frequent ''high-quality'' group experiences-in which group members were friendly, helped one another, showed concern for one another's welfare, and worked collaboratively-were associated with a more positive classroom environment, increased liking for school, and greater intrinsic motivation, concern for others, and self-esteem. In contrast, frequent low-quality group interactions were associated with negative student outcomes. Quality of group interaction also was positively associated with standardized achievement test scores. The implications of these findings for future research on cooperative learning and, particularly, for the effective use of learning groups in classrooms are discussed.