Effects of Cooperative Learning on the Academic Achievement and Self-esteem of Urban Adolescents with Learning Disabilities

Authors

  • Fred J. Brandt
  • Nancy J. Ellsworth

Abstract

This paper reports a study that investigated whether cooperative learning was more effective than traditional non-cooperative learning in improving the academic achievement and self-esteem of adolescents with learning disabilities. Despite the need for more effective instruction, few studies have looked at cooperative learning in teaching adolescents with learning disabilities. The study was conducted in 12 self-contained content-area classes in a large New York City high school. The findings suggested that cooperative learning positively affects academic achievement but not self-esteem. The authors propose the need for further research that would evaluate the effectiveness of specific components of cooperative learning for adolescents with learning disabilities.

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Issue

Vol. 7 No. 1 (1996)

Section

Articles

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