Cooperative learning elements and their role in developing leadership skills of primary school students: a multi-method study using meta-synthesis and focus group

. However, there is still a lack of comprehensive information regarding the various elements of cooperative learning and their impact on developing students' leadership skills. This knowledge gap needs to be addressed in order to enhance the effectiveness of cooperative learning in fostering leadership abilities among students.Hence, in this study, a comprehensive examination was conducted employing a multi-method approach that incorporated two meta-synthesis methods and focus groups. Initially, primary data was collected and analyzed through a meta-synthesis study. Subsequently, the data underwent completion, expansion, modification, and standardization using the focus group method. The meta-synthesis section encompassed a comprehensive review of 5200 scientific documents, including articles, books, and treatises. From this vast pool, a sample of 32 articles was selected for further analysis using the Critical Assessment Skills Program (CASP). During the data analysis stage, we utilized the Atlas T software to examine the results. The findings revealed that positive internal dependence, a key element of Cooperative learning, plays a significant role in nurturing essential skills such as popularity, empathy, and cooperation. Additionally, accountability was identified as a factor that enhances self-esteem and fosters respect for others' rights. Furthermore, the interpersonal skill, which is the third element of cooperative learning, was found to be effective in developing communication and social skills, as well as strengthening problem-solving and conflict resolution abilities in students. These three elements align with social interdependence theory and offer new perspectives on cultivating leadership skills among students.