Organizational and Instructional Factors and the Efficacy of Cooperative Learning in Dutch Classroom Practice.

This paper presents findings of a study that examined the influence of organizational and instructional factors on the efficacy of cooperative learning in Dutch classrooms, as measured by student achievement. To answer the question "What is the degree to which primary schools in the Netherlands use cooperative learning," a questionnaire was completed by 500 teachers from 750 schools. The second phase involved classroom observation of 1,200 students aged 10-12 years in 55 classrooms in 33 schools, a survey of their teachers, and analysis of student achievement test scores. Findings indicate that there was no difference in the mean quality of cooperation and the mean learning progress in classrooms that used cooperative learning frequently and those that did not. Therefore, no clear conclusions about which organizational and instructional factors affect the efficacy of cooperative learning could be drawn. A research design for more indepth study is highlighted. Four tables are included. (LMI)