THE EFFECTS OF COOPERATIVE LEARNING ON SELF-ESTEEM AND ACADEMIC ACHIEVEMENT OF THE STUDENTS

Abstract

The study is an attempt to investigate effects of cooperative learning on self-esteem and academic achievement of the students. For this purpose a Self-esteem questionnaire was administered as pretest and posttest to the students in the control and experimental groups. In addition to the differences in elf-esteem, students' test scores were also examined. Students in the experimental group were given cooperative learning lessons that were centered around the subject matter to be tested. Main focus was on strategies of structuring cooperative interactions and teaching students the skills needed to work effectively with others. Students in the control group were taught by the same teacher who used a "traditional" approach to instruction, consisting of teacher controlled class discussion. The results of the study indicate that Self-esteem increased at significant levels, for students who were exposed to cooperative learning as compared to students in a traditional classroom. Findings are sufficiently promising to warrant future serious consideration by teachers and researchers.