This action research study investigated the use of cooperative learning strategies in a 5th grade classroom. Both qualitative and quantitative data were collected and analyzed using a mixed-methods design. The study found that cooperative learning strategies increased student motivation, achievement, and benefited all cultural subgroups equally. Specific cooperative learning structures used included jigsaw, group investigation, literature circles, and numbered heads together. Data analysis presented results for focus students and the whole class using descriptive statistics related to the cooperative learning intervention.

1. An Action Research Study
By:
Jessica Lambert

2. This two-cycle action research project investigated
the use of cooperative learning strategies within a 5th
grade classroom as a motivation and intervention tool.
Both qualitative and quantitative data were gathered and
analyzed according to a mixed-methods research design.
This study looked at the implications on classroom
behaviors when cooperative learning group strategies were
used to increase motivation as well as student
achievement. It also analyzed the impact that cooperative
learning strategies have on each individual subgroup within
the classroom to determine if using this strategy also
improved social justice and equality within a multicultural
classroom.
Findings indicated that cooperative learning
strategies did increase motivation and achievement. In
addition to motivation and achievement research indicated
that cultural subgroups benefitted equally from the
incorporation of cooperative learning strategies.

3.  Intervention needed to motivate students.
 Lowperforming students demonstrate lack of
motivation not ability.
 Students are not engaged.

4.  In what specific and measurable ways does the
implementation of cooperative learning groups
affect student performance when used as an
intervention for lower achieving students to
increase motivation and overall academic
performance?
 Does being accountable to a group for completing
homework assignments decrease the frequency of
missing or late assignments?
 Has there been a marked change in observable
behaviors among the focus students as a result of the
implementation of cooperative learning groups?
 How does the assignment of group roles and
responsibilities add to the effectiveness of
collaboration for focus students?

5.  Inwhat specific and measurable ways does
the implementation of cooperative learning
groups increase social justice in a
multicultural classroom?
 Do all three subgroups within the classroom
respond in similar ways to the use of cooperative
learning strategies?

6.  Inthe early 1900’s, well known theorists
begin inquiries into human behavior and
educational psychology.
 Some big names driving this research were:
John Dewey, Kurt Koffka, Jean Piaget, and
Lev Vygotzky.
 The research that follows is the result of
three main theoretical perspectives:
 Behavioral Theory
 Cognitive-Developmental Theory
 Social Interdependence Theory

7.  In his book, Democracy and Education
(1916), he proposes that the processes of
learning should be social and interactive.
 If students are to learn to live in a democracy
then they should experience this process in
classroom life.
 Students should have opportunities to engage in
learning while making meaningful choices and
building productive relationships based on
genuine interpersonal respect and empathy
(Baloche, 1998).

8.  Cooperative efforts within groups are
rewarded with extrinsic factors known as
reinforcers.
 All human behavior is the result of
antecendences and consequences or
reinforcers.
 The consequence or reinforcer determines future
behavior which either strengthens or extinguishes
motivation.

9.  When students work together they provide
each other with new information and varying
ways to think about information.
 Students receive immediate “rewards” as
their contributions to the group are accepted
and used.
 Students engage in Vygotzky’s “mediation”
within heterogeneous groups when they
coach and teach each other according to
their different cognitive learning levels.

10.  Alligns with MSJE approach.
 Cooperative efforts are intrinsically
motivated by common aspirations of
achieving the same goal.
 Cooperative learning structures promote
social interaction as group members
encourage and ease each other’s efforts to
learn.

11.  Achievement gap? Race relations crisis?
Social skills crisis? Experts label the lowered
US educational performance of students with
various names. Cooperative learning can
address many of these issues.
 Preliminary research indicates that cooperative
learning helps bridge these gaps.
 Students work together and increase social skills.
 Students work together and increase race relations.
 Students work together and acquire 21st century skills
that will help them as they navigate from classroom to
career.

12.  Cooperative learning can build social skills
while diminishing racial tension and still
mastering grade level standards.
 Cooperative learning should be used in the
classroom to develop skills and attitudes of
cooperation.
 Group Process Skills
 Conflict management
 Listening skills

13.  Heterogeneous groups are a key to successful
cooperative learning; but often when
grouped this way students do not know or
like each other so activities that build
teamwork and trust are imperative. Some
examples of teambuilding activities:
 “About Me” posters and collages
 Team identity posters
 This is my friend (partners introduce each other)
 Team Interviews
 Team Windows

14.  The younger the student, the greater the
need for social skill building when working
together becomes.
 Dr. Spencer Kagan (2009) says, “Good
teammates are made, not born.”
 Students do not always get along it is important
to see these situations as learning opportunities.
 Teachers should be prepared for these
situations, understand that they are a natural
occurrence, rather than a reason to abandon
cooperative learning, and model effective
problem solving skills when groups experience
difficulties.

15.  What makes cooperative learning different
from ordinary group work is that each
member has a specific role.
 Some ideas for job titles or roles are:
 Facilitator
 Checker
 Timekeeper
 Speaker or Presenter
 Encourager or Cheerleader
 Sherriff
 Focus Keeper
 Recorder
 Quiet Captain
 Materials Monitor

16.  The research proved that there is a wide
variety of group structures. The four that
were implemented in my project and will be
explained in the following slides were:
 Jigsaw
 Group Investigation
 Literature Circles
 Numbered Heads Together

17. There are many ways that this structure can
be adapted. In this study heterogeneous
groups of four were numbered one through
four. Each number then meets with a
different group to become experts on a
topic. They then return to their group to
share what they learned and contribute to
the group, while learning from the
contributions of other group members who
became experts on a different subtopic.

18. Students are required to gather
data, interpret the data through
discussion, and synthesize individual
contributions into a group project. This can
be used for all ages, but the younger the
student the more support and guidance will
be required by the teacher as well as
scaffolding of investigative materials that are
age appropriate.

19. Students are assigned to small, cooperative
reading groups and each takes on a different
role that develops a comprehension strategy.
Example roles:
Plot Pilot – traces plot.
Word Wizard – uses context clues to find
meanings of difficult words.
Story Shrinker – Summarizes selection.
Character Captain – Analyzes what a
character does and says to draw
conclusions about them.

20. I used this as a way to incorporate
cooperative learning into Math. Students
work together to find a solution to a word
problem. Then a random number is called
and that student must explain how the group
solved the problem. This forces all students
to work together because it could be their
number that is called to represent their
group.

21. Subjects – 5th grade students at West Fresno Elementary School.
Focus students for each cycle were 4 low performing students
that exhibited similar motivational and behavioral
characteristics.
Instrumentation – Student surveys, formative assessments
(quizzes, worksheets, homework, and other student generated
artifacts), summative assessments (unit and district
benchmarks), observation checklists, and transcribed notes from
structured interviews.
Reliability and Validity – Established by the triangulation of the
multiple forms of data gathered.
Data Analysis and Results – Results were presented using descriptive
statistics as they relate to the cooperative learning intervention
for the 4 focus students as well as the remaining student
population within the classroom. The data was organized into
subcategories for analysis.

22. Missing Assignments
4.5
3.5
4
3
3.5
Focus Student
3 2.5 #1
Frequency
2.5 2
2 Focus Student
1.5 #2
1.5
1
1
Focus Student
0.5 0.5 #3
0
Week Week Week Avera 0
1 2 3 ge
Focus Student
Focus Student #1 4 2 3 3 #4
Focus Student #2 3 2 3 2.66
Focus Student #3 3 4 2 3
Focus Student #4 2 3 2 2.33

23. The observation checklists indicated that
student on task behavior improved as a result
of cooperative learning lesson activities.
Student surveys indicated that students also
felt their on task behavior improved while
undesired behaviors decreased.
Student interviews also indicated that group
work helped them stay on task while
accountability to others decreased undesired
behaviors.

24. Baseline ELA Assessment ELA Intervention Week 1
ELA Intervention Week 2 ELA Intervention Week 3
The data indicated a substantial increase in achievement as a result of cooperative learning
groups and Literature Circle roles implemented during English Language Arts.

25. Baseline ELA Assessment ELA Intervention Week 1
ELA Intervention Week 2 ELA Intervention Week 3
Although the students in Cycle 2 are considerably lower than in Cycle 1, there were definite
increases in academic achievement as a result of cooperative learning groups and Literature
Circle roles within English Language Arts instruction.

26.  Increases peer accountability.
 Leading to an increased motivation for
completing both homework and class work.
 Engages students in learning.
 Students loved “job titles” and were excited to
do their “jobs” well.
 Decreases off task behavior.
 Students know that their contribution is vital to
the group.
 Increases academic achievement.
 Engaged learners are much more likely to master
standards and do well on both formative and
summative assessments.

27. Word Wizards
Students read the weekly selection and
when they find a word that they do not
know they practice using context clues
and other resources to find the
appropriate definition of the word

28. Story Shrinkers
Read the weekly selection and discuss the
best way to summarize the story.

29. Plot Pilot
Shares with cooperative learning group
their “expert knowledge” on the plot of
the story.

30. Character Captain
Here the Character Captain has finished
sharing the important character traits
and actions turns to hear the definitions
of some of the harder vocabulary words
found in the selection.

31. Students are engaged in learning and
teaching each other the comprehension
strategies and skills for the week as they
relate to the reading selection.

32. This picture illustrates the 4 Literature
Circle roles coming together to teach
each other before they design their group
posters and prepare to present their
findings.

33. The four roles come together to design a
poster that represents what each of them
contributed.

34. A couple of groups present their posters
to the class every week.