Effects of cooperative learning structures on self-esteem and classroom climate in social studies

Abstract

This paper reports on a study which involves the implementation of cooperative learning in a social studies classroom. The effects of cooperative learning on the self-esteem of pupils and classroom climate were investigated. Interviews with pupils and the experimental teacher were also conducted. Results showed that there was no significant effect of cooperative learning on the self-esteem of the pupils in the experimental group. However, there was a significant effect on the Difficulty subscale of the classroom climate of the experimental group. Pupils' and teacher's interviews showed favourable attitudes among pupils towards the use of cooperative learning in social studies lessons.