Using cooperative learning in social studies classrooms to address diversity

Abstract

This paper discusses two issues : (a) the implementaion of cooperative learning in a heterogenous primary classroom in Singapore and (b) a sociometric survey of friendship choices of the children before and after cooperative learning. The study was a pilot test using Kagan's cooperative learning structures in social studies lessons. Interviews with the children revealed positive responses to cooperative learning. Discipline and status problems are discussed. Sociometric data showed a rise in the proportion of children making cross-ethnic friendship choices after cooperative learning. The researchers believe that one of the strongest justifications for cooperative learning may come from the qualitative effects on pupil attitudes and values.