Abstract

The present study compared the effects of the cooperative learning model and the traditional learning model on academic achievement. The man questions included (1) which learning model is more effective on school achievement (2) which has more consistency effects during the follow-up phase. Experimental and control (intact classes) were selected and comprised 23 students each. In Phase 1, an educational subject was taught to both groups for 4 weeks. In phase 2, the experimental and control groups were instructed using cooperative learning model and traditional learning model, respectively for six weeks. In the final phase, both groups were instructed using traditional learning model, for 4 weeks. The results revealed significant differences between pre-test and post-test for the experimental group but not for the control group. In addition, significant differences were found between the two groups on phases 2 and 3. © 2007 Asian Network for Scientific Information.