Cooperative learning has been used effectively at the elementary and secondary levels, but it has only recently found its way to the college level. Therefore, in colleges, universities and work places throughout the world, tremendous efforts are underway to move from a lecture-based approach to more active, cooperative learning activities. This study investigates the effect of cooperative learning techniques on pre-service teachers’ cooperative learning usage, cooperative learning attitude, self-esteem, class and discussion group (case) grades, class and discussion group attendance. The effect of cooperative learning was examined via instructional techniques. Classes were divided into experimental and control groups. The groups were taught with either traditional lecture-based format (control) or cooperative learning techniques (experimental) during a 16-week semester. Independent t-tests were run to compare some of the variables in pre-test scores and to test whether the groups were equivalent at the beginning of the study. Multivariate ANOVA was then utilized to test the group differences on the seven dependent variables. Surprisingly, the results revealed that cooperative learning techniques did have a positive effect on all of the seven dependent variables. Cooperative learning group and traditionally taught group had significantly differed from each other. It appears that cooperative learning has many academic, social and personal benefits for those who participate in it.

Cooperative Learning and Self Esteem, Measurement of Cooperative Learning, Use of Cooperative Learning, Attitude of Cooperative Learning, Experimental Design with Cooperative Learning