Cooperative Learning-Based Approach and Development of Learning Awareness and Achievement in Mathematics in Elementary School

Abstract

Elementary school students (control group: n = 30, experimental group: n = 30) were introduced to a cooperative learning-based approach in a pre-post design. Development of learning awareness and performance on achievement task were the dependent measures. The cooperative learning-based approach of the experimental group induced significantly greater learning awareness and better performance on an achievement task than for the control group who had undergone the regular lecture-and-demonstration method on the same topic.