Education Research International

Copyright © 2014 Sonam Mehta and A. K. Kulshrestha. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Linked References

1. American Association for the Advancement of Science, Science for All Americans: Project 2061, Oxford University Press, 1989.
2. D. W. Johnson and R. Johnson, “Positive interdependence: key to effective cooperation,” in Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning, R. Hertz-Lazarowitz and N. Miller, Eds., Cambridge University Press, New York, NY, USA, 1992. View at Google Scholar
3. T. Panitz, “Collaborative versus cooperative learning: a comparison of the two concepts which will help us understand the underlying nature of interactive learning,” Cooperative Learning and College Teaching, vol. 8, no. 2, pp. 5–7, 1997. View at Google Scholar
4. E. Zakaria and Z. Iksan, “Promoting cooperative learning in science and mathematics education: a Malaysian perspective,” Eurasia Journal of Mathematics, Science and Technology Education, vol. 3, no. 1, pp. 35–39, 2007. View at Google Scholar · View at Scopus
5. K. J. Hermann, “The impact of cooperative learning on student engagement: results from an intervention,” Active Learning in Higher Education, vol. 14, no. 3, pp. 175–187, 2013. View at Publisher · View at Google Scholar
6. D. Vreven and S. McFadden, “An empirical assessment of cooperative groups in large, time-compressed, introductory courses,” Innovative Higher Education, vol. 32, no. 2, pp. 85–92, 2007. View at Publisher · View at Google Scholar · View at Scopus
7. M. Cavanagh, “Students’ experiences of active engagement through cooperative learning activities in lectures,” Active Learning in Higher Education, vol. 12, pp. 23–33, 2011. View at Publisher · View at Google Scholar
8. N. Webb and A. Mastergeorge, “Promoting effective helping behavior in peer-directed groups,” International Journal of Educational Research, vol. 39, no. 1-2, pp. 73–97, 2003. View at Publisher · View at Google Scholar · View at Scopus
9. R. Wegerif, N. Mercer, and L. Dawes, “From social interaction to individual reasoning: An empirical investigation of a possible sociocultural model of cognitive development,” Learning and Instruction, vol. 9, no. 6, pp. 493–516, 1999. View at Publisher · View at Google Scholar · View at Scopus
10. C. Toumasis, “Cooperative study teams in mathematics classrooms,” International Journal of Mathematical Education in Science and Technology, vol. 35, no. 5, pp. 669–679, 2004. View at Publisher · View at Google Scholar
11. R. M. Felder, “Cooperative learning in the sequence of engineering courses: a success story,” Cooperative Learning and College Teaching Newsletter, vol. 5, no. 2, pp. 10–13, 1995. View at Google Scholar
12. S. Lighfner, M. J. Bober, and C. Willi, “Team-based activities to promote engaged learning,” College Teaching, vol. 55, no. 1, pp. 5–18, 2007. View at Publisher · View at Google Scholar
13. S. V. Rosser, “Group work in science, engineering, and mathematics: consequences of ignoring gender and race,” College Teaching, vol. 46, no. 3, pp. 82–88, 1998. View at Google Scholar
14. P. J. Hinds, K. M. Carley, D. Krackhardt, and D. Wholey, “Choosing work group members: balancing similarity, competence, and familiarity,” Organization Behavior and Human Decision Processes, vol. 81, no. 2, pp. 226–251, 2000. View at Publisher · View at Google Scholar · View at Scopus
15. D. W. Johnson, R. Johnson, and E. Holubec, Cooperation in the Classroom, Interaction Book Company, Edina, Minn, USA, 8th edition, 2008.
16. D. W. Johnson and R. T. Johnson, “An educational psychology success story: social interdependence theory and cooperative learning,” Educational Researcher, vol. 38, no. 5, pp. 365–379, 2009. View at Publisher · View at Google Scholar · View at Scopus
17. D. W. Johnson and R. Johnson, “Controversy and peace education,” Journal of Research in Education, vol. 13, no. 1, pp. 71–91, 2003. View at Google Scholar
18. R. M. Gillies, “The behaviors, interactions, and perceptions of junior high school students during small-group learning,” Journal of Educational Psychology, vol. 95, no. 1, pp. 137–147, 2003. View at Publisher · View at Google Scholar · View at Scopus
19. R. M. Gillies, “The effects of communication training on teachers' and students' verbal behaviours during cooperative learning,” International Journal of Educational Research, vol. 41, no. 3, pp. 257–279, 2004. View at Publisher · View at Google Scholar · View at Scopus
20. N. M. Webb, M. L. Franke, T. De et al., “Explain to your partner: teachers’ instructional practices and students’ dialogue in small groups,” Cambridge Journal of Education, vol. 39, no. 1, pp. 49–70, 2009. View at Publisher · View at Google Scholar · View at Scopus
21. J. Biggs and C. Tang, Teaching for Quality Learning at University: What the Student Does, The Society for Research into Higher Education, Open University Press, Maidenhead, UK, 4th edition, 2011.
22. A. Pritchard and J. Woollard, Psychology for the Classroom: Constructivism and Social Learning, Routledge, New York, NY, USA, 2010.
23. N. Baghcheghi, H. R. Koohestani, and K. Rezaei, “A comparison of the cooperative learning and traditional learning methods in theory classes on nursing students' communication skill with patients at clinical settings,” Nurse Education Today, vol. 31, no. 8, pp. 877–882, 2011. View at Publisher · View at Google Scholar · View at Scopus
24. P. Wang, “Applying Slavin’s cooperative learning technique to EFL conversation class,” The Journal of Human Resource and Adult Learning, vol. 5, no. 1, pp. 112–120, 2009. View at Google Scholar
25. C. Siegel, “Implementing a research-based model of cooperative learning,” Journal of Educational Research, vol. 98, no. 6, pp. 339–349, 2005. View at Publisher · View at Google Scholar · View at Scopus
26. R. Stevens and R. Slavin, “The Cooperative elementary school: effects on Students achievement, attitudes and social relation,” The American Educational Research Journal, vol. 32, pp. 321–351, 1995. View at Google Scholar