Research in Cooperative Learning is varied. It includes different theoretical aspects, different subjects,
academic levels and forms of Cooperative Learning. Over the last decade, Cooperative Learning has emerged as the leading new
approach to classroom instruction. One important reason for its advocacy is that numerous
research studies, in very diverse school settings and across a wide range of content areas,
have revealed that students completing Cooperative Learning group tasks tend to have higher academic test
scores, higher self-esteem, greater numbers of positive social skills, fewer stereotypes of
individuals of other races or ethnic groups, and a greater comprehension of the content and
skills they learn. (Johnson et al, 2000). The consistency of the results and the diversity of the
Cooperative Learning methods provide strong validation for its effectiveness. Johnson’s methods only became
more successful than individual methods in increasing achievement when group rewards
were included.