Students' Perception of the Effect of Cooperative Learning on Academic Achievement: A Qualitative Follow-Up of an Experimental Study in the Field of Education at the University of Tehran

Previous studies have highlighted the effects of cooperative learning (CL) on improving academic achievement and enhancing students' learning and academic performance, but have not shown how this happens. CL can be beneficial for all students, regardless of their gender or level of knowledge. It encourages students to work with others in a cooperative environment, share their ideas and information, and achieve a clearer understanding and more sustainable comprehension of subject matter. However, these benefits are evident when CL is properly implemented. Research Queations: 1. Do students who are educated through CL have greater academic achievement in teaching methods course compared to students taught using traditional methods? 2. Do students who are educated through CL have greater academic achievement in educational planning course compared to students taught using traditional methods? 3. Is the effect of CL on the academic achievement of male and female students in teaching methods and educational planning courses different? 4. How do students describe their experience with CL in teaching methods and educational planning classes?

This mixed-method study, conducted with an explanatory approach, first collected quantitative data and then qualitative data to explain the results of the experimental study and identify the impact of CL on students' academic achievement. Eighty-eight undergraduate students in the field of education were selected for the study in two experimental and control groups using available sampling method. The students of the experimental group were taught for 16 sessions through the CL approach. The control group was also taught in these two subjects by the traditional method, which is usually lectures. At the end of the semester, the students of the experimental group, whose number was 44, participated in a semi-structured interview to recount their learning experiences after the intervention.

The results showed that the students of the experimental group had better performance in both subjects including teaching methods and educational planning course. No significant interactive effect between teaching method and participants' gender was found. Students' perception also showed that CL not only creates an empathetic, safe and pleasant learning environment and strengthens students' personal and communication skills, but also improves their learning quality.

Some studies have supported the findings of the present study and have revealed the effect of CL on the academic achievement of students, and others have focused on non-academic effects such as strengthening communication skills, a pleasure interactive environment, strengthening perseverance and the spirit of effort. While qualitative data of the current study can provide a starting point for using other qualitative methods such as observation for a deeper understanding of the CL environment, they implicitly show that cooperative learning can be implemented in university classrooms.