COOPERATIVE LEARNING: A MEANS FOR ACADEMIC SUCCESS

There seems to exist lack of clear understanding and use of appropriate strategies regarding cooperative learning by some school leaders and teachers. The author of this article has, thus, reviewed contemporary literatures on the concept of cooperative learning and proposed means for its practicability.

Cooperative learning is taken as a pedagogical strategy by students from pre-school through tertiary level [1,2]. It has been researched since its establishment in 1970s and it is now considered as an effective pedagogical practice. Earlier researches on the issue have resulted in the use of different models. However, most of the researchers share its common features; positive interdependence, individual and group accountability, promotive interaction, teaching the required interpersonal and small group skills and group processing [3].

In relation to this, there are some theoretical explanations (social interdependence theory, Vygotsky's peer learning perspective, social learning theory and Piaget's perspective on the need to co-operate among peers) that are believed to justify cooperative learning as a pedagogical tool. It, thus, applies distinct models; Informal Cooperative Learning Groups /ICLP/, Formal Cooperative Learning Groups/FCLG/ and Cooperative Base Groups/CBG/ for its implementation and requires a systematic planning and managing styles for its successful implementation [4]. Failure to apply this pedagogical approach may result in the presence of gaps in students’ academic, social and emotional developments. This in turn affects the process of knowledge acquisition.