Cooperative Learning: Building Cooperative
skills and attitudes in Learners
By: Wandile Botha
JANUARY 2019
Abstract
This paper discusses the meaning of co-operative
learning and justifies the roles played by learners in their
co-operative works. The aim of this study is to provide a
clear meaning which is miss-comprehended by most
teachers when practising co-operative strategies in their
classrooms. However, the study will take a form of
literature review from other relevant researched topics
as a method of collecting data. Data will be discussed and
provide recommendations from the literature that will
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be reviewed from works of other scholars.
This paper justifies the importance of building cooperative learning skills and attitudes in learners
throughout the course of teaching and learning process.
Co-operative learning is not just a word that can be
explained by one sentence. Many scholars have different
definitions for this concept. Written in The active
classroom paper (n.d.) defined co-operative learning as a
student-centered and instructor-facilitated instructional
strategy in which a small group of students is responsible
for its own learning and the learning of all group
members. However, Kagan (1989) as cited in The active
classroom (n.d.), adds to say that in cooperative learning
a teacher designs social interaction structures as well as
learning activities. The main role of this is to allow
students to interact with each other in order to achieve
a common-related goal. It is required that a teacher
should arrange the students into smaller groups so that
they can be able to discuss various topics and activities
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problems that exist in their life experiences.
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that would eventually prepare and enable them to solve
Nevertheless, many teachers regard themselves using
cooperative learning while they use group work, Boo et
al. 2001 (as cited in Roy 2009). Johnson et al. (1994)
expresses that many teachers who believed that they are
using cooperative learning are mostly to miss the nature
of the concept of cooperative learning. Roy (2009)
quoted basic differences of cooperative learning with
that of group work, out of the nine that was introduced
by Johnson et al. (1994). Focusing on those differences
mentioned by Roy (2009), Johnson et al. (1994) stated
that,
Five basic elements of cooperative learning
1.
Cooperative
learning
is
based
on
positive
interdependence between group members where goals
of the group are structured and meant to instil a
mentality that all members are responsible for their
failures and successes of their group. This means that
members can achieve their maximum expected goals. All
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take equal part of the assigned task so that all group
3
when given a task as a cooperative group, you all need to
learners need to be clear in their minds that if an
individual learner failed to accomplish a cooperative
task, it means that all the cooperative group members
have failed to achieve their expected goals.
2. Each learner is individually accountable for the work
assigned as a group so they can be given necessary
feedback on were to improve in the work that each
individual submitted. This means that a learner has to
account for the part that he/she has submitted in the
task given as a cooperative group. For example, a learner
cannot present a work done by other learner of the group
while they equally shared the task. Furthermore,
Johnson and Johnson (1999) highlights that the main
emphasis of individual accountability is to enhance the
ability of each group member to be a stronger individual
and be able to work on his or her high performance.
3. They all share the responsibility of performing
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expected and allowed to take responsibility of their
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leadership duties. In a cooperative learning, learners are
learning. All learners must play a role of being a leader by
taking charge in the activities assigned to them.
4. It is based on maximising and maintaining good
working relationship among the members of the group
and also focuses on goal achievement. This is promoted
when individuals of the same cooperative group assist,
support, encourage and praise each other’s efforts to
achieve, Johnson and Johnson (1999). They also
elaborated
that
face-to-face
accountability actions increases
interactions
and
reasoning, social
modelling, social support and interpersonal ability
among the members of the group.
5. Lastly but not the least, cooperative learning promotes
certain
appropriate
interpersonal
skills
social
that
collaborative
students need
i.e.
and
to
communicate, trust, lead, resolve conflict and to use
critical thinking skills. A Teacher needs to understand
skills and other differences among learners and also be
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communication, conflict management, decision-making
5
how to cater for cultural, gender, ethnic, language &
able to create a learning environment that is conducive
for learners to develop strong self-discipline and in which
critical and creative thinking is encouraged.
Cooperative learning technique (Jigsaw)
The following question that can be asked is that, “How
can a teacher create this learning environment by using
cooperative learning?”. Even this question does not have
a straight answer because there are several techniques
that can be employed when utilizing this strategy of
cooperative learning. Parchment (2009) came up with a
notion that “understanding what cooperative learning is
and which method to use and when to use it is critical in
order to maximize students’ potential and academic
success”. Our focus will be based on applying “Jigsaw”
technique as one strategy that is commonly associated
with this form of strategy (cooperative learning). This
type of technique can be defined, in its simplest
succeed.
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that makes students dependent on each other to
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definition, as a method of organizing classroom activity
Jigsaw cooperative learning in a classroom
In a classroom, a teacher organises learners into small
groups (depending on a class size) and the assignment or
activity will be broken-down into pieces that the groups
are assembled to complete. Then the teacher will breakdown the topics of that assignment according to the
number of members in each group (in this instance there
are five groups in a class that consist four members. Then
those members with the same topic in different groups
will join other members of other groups with the same
topics.
For example, a teacher assigns a topic about the history
of Wandile Botha. Then, he breaks down the topic into
subtopics (early life, school years, university years and
work life). Each group members will be given different
subtopics that a teacher has produced to discuss upon.
All the learners with the same subtopic will form new
leader and adviser to establish compliance. After a given
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original groups there will be time-keeper, scriber, group-
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groups to discuss about their subtopic. In each of the
time of discussing these subtopics, members will return
to their original groups to give feedback about the
discussion. But before that, each member will have to
present a role that was assigned to them in those “expect
groups”. After the presentations, members will move
back to their original groups to conclude the entire
assignment.
Advantages of using cooperative learning
This will be advantageous in a classroom that is organised
in a manner uses “Jigsaw” cooperative learning strategy.
It will extremely assist in the establishment and creation
of an environment where every learner will take his or
her own education seriously and every learner will be
curious and excited to learn. Colosi and Zales (1998)
expresses that learning will be more actively involving
and learners will rely on each other for information. The
role of the teacher will be to facilitate learning but not to
a major content on their learning. Learners will care for
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point of views. Critical thinking to learners will be seen as
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limit learners from their learning and when they use their
each other more special in the side of their academics.
Colosi and Zales (1998) also states that “Time is allocated
differently, allowing for more student talk and less
teacher talk”. This means that there will be a lot that
learners can discuss about and less talk to things that are
not important. This form of strategy also enhances
classroom management.
Disadvantages of using cooperative learning
Some authors and scholars view this kind of strategy in a
different aspect. Since there are different techniques of
cooperative learning, some of these teachers will be of
the opinion that these techniques promote collaborative
learning. Some strategies do not derive an opportunity of
learners to be flexible as other structures. Not all Most of
these strategies deprives an opportunity such aspects of
this strategy, other students are deprived of their
cognitive level nor ability to reflex their own expertise.
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CONCLUSION
In conclusion it is favourable to say that cooperative
learning is a well-established strategy that is helpful in
facilitating the process of teaching and learning. Learners
will be able to solve problems that might come in their
physical life experiences. This kind of strategy together
with Jigsaw technique can build people of the nation that
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are literate and critical thinkers.
REFERENCES
1. Colosi, J. C. & Zales, C. R. (1998). Jigsaw
cooperative learning improves biology lab
courses. BioScience. 48(2) February, pg. 118-124.
2. Johnson, D. W. and Johnson, R. T. (1999). Theory
into practice: Building community through
cooperative learning. 38(2), Spring, pg. 67-73.
3. Johnson, D. W., Johnson R. T., Holubec E. J.
(1991). Circles of cooperation in the classroom.
Texas, United States of America: Interaction
Book.
4. Parchment, G. L. (2009). A study comparing
cooperative learning methods: Jigsaw & group
investigation (Master’s thesis). Pearson, School of
Arts and Science, St. John Fisher College.
5. Roy, K. (2009). Teaching strategies for quality
teaching and learning. Newcastle, Australia: Juta
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South Africa.
6. The active classroom. (n.d.). Retrieved from
https://www.eduhk.hk/aclass/Theories/coopera
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