Cypriot Journal of Educational

Sciences
4 (2011) 186-193
www.world-education-center.org/index.php/cjes

Cooperative learning and social skills

Masoud Gholamali Lavasani *, Leila Afzali , Farokhlagha Afzali

Educational Psychology and Counseling Department, Faculty of Psychology and Education, University of Tehran,
Iran, Jalal Al-Ahmad Ave
Received August 21, 2011; revised September 02, 2011; accepted November 10, 2011

Abstract
The purpose of present study is to determine effectiveness of cooperative learning on the social skills of first grade elementary
school girl students. For this, 74 students of first grade elementary school (37 students in an experimental group and 37
students in a control group) were selected by random sampling. The method of this study is quasi-experimental one by pretestpost test with control group. Research measures is rating scale to measure social skills in children. For analyzing the data,
dependent sample t-test on gain scores was employed. The findings showed that the experimental group enjoys a significantly
higher level of social skill than the control group (p<0.05). The results indicate that cooperative learning method in comparison
with traditional method is of a much higher effectiveness on the social skills of students.
Keywords: Cooperative learning, social skills, elementary students;
2011 Academic World Education & Research Center. All rights reserved.

1. INTRODUCTION
With the ever-increasing developments in science and technology, educational systems have adopted
rapid changes as well and even one can say that they have been the subject to change and development
much more than any other organization and system. Educational systems have paved the way and
expedited the many changes and developments for expanding and developing science and also
flourishing and enriching thought. Thus the changes in the educational programs' goals, educational
materials and contents, the methods and means used in education, and generally the changes in
teaching and learning and their coincidence with the recent innovations is an absolute and undeniable
fact. For long in the Iranian educational system the teachers have encouraged the students in
memorizing and repeating the scientific concepts using the traditional approaches, lecture delivering
approach in specific, and though the activeness of the learners and his intellectual growth and free
thinking have been discussed and confirmed in the scientific, educational, and even executive meetings
and conferences, these ideas and thesis have not found practical roles and manifestations
(Keramati,2007).
* Masoud Gholamali Lavasani.
E-mail address: mglavasani@yahoo.com

Masoud Gholamali Lav et all. / Cypriot Journal of Educational Sciences. 4 (2011) 186-193

While reinforcing the cooperative morale and friendship among the students as well as their social
growth have been discussed, but in effect there has been done not only any effective step towards
achieving that but often cooperation and friendship have been replaced by competition resulting the
increase of jealousy, grudge, and enmity among the students (Keramati,2005). When we are talking
about the teaching approaches, generally we focus on the kind of interaction between the teacher and
students and the kind of interaction the students hold among themselves is often neglected. With
respect to the students' interaction there are three main approaches: Competitive; Individual; and
Cooperative. In the first approach the students compete with each other for "being better". In this case
every student tries to outdo the others and not to be outdone.
But after a while this attempt will lead to a kind of stagnation in large number of the students for a
very small number of the students have achieved the teacher's intended goals. There is no hope to
succeed in this large number of students and gradually a sense of inferiority and inability grow among
them. In the second approach, regardless of one another's progress, the students individually attempt to
achieve their goals and expect no kind of assistance and cooperation from the others. In this approach
the teacher is the main reference and this can be considered as the most important disadvantage of
individual learning. Since learning is done individually and no kind of interaction with the others is
observed, it is a monotonous and boring leaning approach. In the third approach, students learn through
cooperation and in groups and they feel responsible for each other. When their friends need their help,
they come to help them. Their friends' success is their success and their failure is their failure too. This
approach which has been called a cooperative one, will lead to a deeper learning and more innovation
and creativity among the students (Ellis and Whalen,1990).
Those students learn through an active learning approach not only learn better but also enjoy much
more from the learning experience. According to Payne and Whittaker (2000) one of the most important
strategies for activating the students in the learning process is employing the "study groups" in the class
and also providing an opportunity for discussion, exchange of views, and question and answer. It seems
that making the students active through a cooperative approach will be executed better, for in this way
better opportunities will be provided for students to discuss and exchange their views with one anther.
Foley (2001) refers to six main features of cooperative learning as:
1. Individuals' voluntary and active cooperation in cooperative activities;
2. Active cooperation of the all members of a team in making decisions;
3. The existence of at least one common goal;
4. Adopting responsibility for decisions taken by all members of the team;
5. Employing different sources for achieving the common group goals;
6. Adapting the decisions taken to the common group goals if necessary.
7. Kagan (1994) suggests the following as the main elements of cooperative learning:
1. Positive dependence: this will come into being when the results of individuals' cooperation
with groups and group members have a positive dependence toward each other;
2. Individual accountability (responsibility): when the students are held accountable for part of
a group work having mastered the materials to be learned;

187

Masoud Gholamali Lav et all. / Cypriot Journal of Educational Sciences. 4 (2011) 186-193

3. Identical cooperation: when every member of the group succeed in accomplishing the task
handed over;
4. Interaction: when the class is adjusted as such that provides the opportunities needed for
students to interact with one another.
Cohen (1994) puts great emphasis on the group organizational activities during which teachers give
students group home-works and the students need to help each other in doing them and this need to
help one another will lead to a "social concord". Unlike Salvin, Cohen does not believe in group stimulus
and maintains that group work process and the progress derived from which functions as a reward.
Tileston (2005) stresses the following directives in organizing cooperative learning:
1. In the beginning start this work with groups of two for a short time. Provide the information
needed to the students for 15-20 minutes and then ask them to discuss the materials being
presented and propose questions. In addition to developing the children's social skills, this will
help them learn new learning materials.
2. Have a scheduled timetable and don't waste the time. In performing the assigned home-work
cooperatively determine time frames and ask them to present theirs in that very determined
time frame. If 8 minutes is determined for performing a specific home-work and 15-minute time
frame is given, later on the students will not take the follow-up time frames very seriously.
3. Before starting the group works tell them about the philosophy of working cooperatively, the
importance of achieving life skills in the real-life environments and that of cooperation and
collaboration.
4. Teach the students cooperative work techniques and the effective approaches of cooperating
with one another.
One of the teacher's duties in cooperative learning process is preparing the students for cooperation.
According to Cohen (1994) it is wrong to believe that children (or even adults) know how to work with
one another for their experiences in group work and especially that of class learning is quite limited. For
cooperating, the students should be prepared as such to learn how to work without teacher's direct
supervision. For this holding an educational course is necessary for briefing the students on how to work
cooperatively. In addition to informing the students on working rules in a group, this course should
attempt to help them internalize the intended norms and rules. Payne and Whittaker (2000) and
Gokhale (1995) emphasis the following items in the organizing process of heterogeneous groups:
1. Elaborating on students' effective cooperation method with one another;
2. Determining the acceptable behaviors;
3. Given the opportunities needed for students' trial and error; 3. Guiding the students;
4. Evaluating the cooperative method.
The term 'Cooperative Learning" refers to an educational method in which the students cooperate in
small groups for achieving a common goal and while they are responsible for their own learning, hold
themselves responsible towards the others (Gokhale, 1995). The studies done in this respect indicate
that mental health, increasing effort, and effective interactions together with an interactive and positive
concord will pave the way for learners' scientific and social progress. Employing this approach in classes
the learners develop their creativity, achieve the social skills needed and bring about their power to
process high level thinking information. It is indisputable that graduates of these classes will function
better in different fields.

188

Masoud Gholamali Lav et all. / Cypriot Journal of Educational Sciences. 4 (2011) 186-193

On the other hand, some theoreticians have developed limited and specific definitions for "social
skills" and still some others have defined it in more general and broader ways. In spite of the divergence
of views there are many common points as well in the definitions developed by the theoreticians based
on which it is attempted to refer to some of those definitions:
1. Social skills are learned and accepted behaviors that bring about an interactive relationship and lead
to providing positive answers and avoiding the negative ones.
2. According to Morgaun social skills are "behaviors that not only provide the possibility for initiating
and maintaining interactive and positive relationships with the others, but also bring about the
potential capability for achieving the goals in association with the help provided from the others
(quoted from Cartledge & Kiarie, 2001).
3. Macfal maintains that "social skills are complex processes that enable the person to behave in such a
way with the others that they consider him as a competent and skillful person."
4. Argayel (quoted from Hargie et al. 2004) believes that "social skills are definite learned behaviors
individuals perform in their interpersonal relationships for attaining environmental stimuli or
maintaining them".
5. Social skills are a set of purposeful integrated and appropriate behaviors that can be learned and
controlled by the individual.
6. Social skills are verbal and non-verbal behaviors that bring about the individual's effective interaction
with the others and include: being participative; observing turns; being compatible; pre-empting in
doing activities; selecting; being hospitable; and communicating with the others (Gut and
Safran,2002).
In the above-mentioned definitions five important aspects of the social skills were highlighted. First, it
was mentioned that social skill are purposeful. Second, they are correlated with one another. Third, they
are well appropriate to the individuals' tasks and duties. Fourth, social skills are not necessarily about
individuals' interactions with the others, some of the aspects of which refer to the person's behaviors
with himself. Fifth, social skills can be learned. Previous studies have directly or implicitly stressed the
role of cooperative learning on social skills growth. Tolmie et al. (2009) have observed a considerable
progress in 'social relations' in their study "social effectiveness of cooperative learning in elementary
schools". As for the effectiveness of cooperative learning on the psychological and social characteristics
of undergraduate students in 'preliminary mathematics' Kocak (2008) found that cooperative learning
will ease off loneliness and social anxiety and at the same time will increase the level of delight among
the students.
The results obtained from a study by Erdem (2009) indicate that cooperative learning: 1. can lead to
'task division' among the students; 2. can help solve the social problems brought about during the
interactions; 3. form classmate relations and; 4. help students have an optimum use of time. Based on
the afore-mentioned paragraphs, the present study attempts to study the effect of cooperative learning
on the social skills of first grade elementary school girl students.
2. METHODOLOGY
In this study, since the researcher had no control over the effective variables that can affect the
research results, the methodology was inevitably a quasi-experimental one and because participants'
random selection was not possible preliminary and final exam approach with an evidence group was

189

Masoud Gholamali Lav et all. / Cypriot Journal of Educational Sciences. 4 (2011) 186-193

used and at the same time the random selection of the participants was disregarded. Using the
following symbols, this approach can be shown as:
Group
Preliminary Exam
Dependant Variable
Final Exam
Experimental
T1
X
T2
Control
T1
--T2
Figure 1. Preliminary and Final Exam Approach with an Evidence Group and without a Random Selection

As one can see from the above table, in both groups of Experiment and Control, two exams or tests
are employed: preliminary and control, but it is only the experiment group which is affected by the
independent variable intended for the study and the control group is spared from the influence of this
effect .In this study the preliminary exam or the pretest was executed from two first grade elementary
school classes and after observing the identicalness in groups (the insignificance of T-scale in each
group), the independent variable is employed in experiment group i.e., this group was affected much by
cooperative learning as an independent variable and finally after 30 session a final exam or the post-test
was given to both groups. Thus in this study there is an independent variable and two dependent
variables which overlap one another and one can present them in the form of just one variable; the
independent variable in this study is cooperative learning that is employed for experiment/test group
and the effects of which over the dependent variables, i.e., social skills and social behaviors, are
evaluated. In this study some other variables like intelligence, age, interests and attitudes, family status,
background, motivation and etc are important that are out of the researcher's control, though much
effort has been done in identifying them. The sample includes 74 elementary school girl students (37 as
the experiment group and 37 as the control one) of two classes. One class was considered as the
experiment group and the other as the control one. In selecting the samples a 'random' approach was
adopted.
2.1. Measure
The tool used in the present study was Matson's social skills measurement scale for measuring the
social skills of individuals (between 4 to 18 years old). Matson's list have frequently been used in
different studies. The primary sample studied includes 744 children and teenagers (between 4 to 18
years old). The participants surveyed were studying in public and private schools of north-central parts
of the United States. Matson's scale was in two forms: self-reporting and teacher-reporting. Both of
these two forms include some other subscales. Self-reporting form includes 5 subsidiary subscales that
are: appropriate social skills; inappropriate daring; impulsive behaviors; proudly or egotistic behaviors
and; jealously and isolating behaviors. Self-reporting scale has 62 questions. Teacher-reporting form
which has been employed in the present study includes 64 questions constituting two subscales:
appropriate social skills and; in appropriate behaviors (impulsive and daring).
The scores obtained from this subscale range from 64 to 320. In addition to the answers the
respondents obtained from each of the subsidiary scales, the total scores obtained from the 64
questions of one subscale provides a total score indicating the examinee's social skills total score
(Matson and Ollendick,1988). To answer this form the teacher must read each question (phrase) and
then determines his own answer based on a 5-grade index from Likert's scale that ranges from 1 (never)
to 5 (always). In this study Cronbach's Alpha coefficient for 64 items of the scale in 74 examinees (in the
pre-test) was 0.95 indicting that the intended scale has an acceptable internal consistency.

190

Masoud Gholamali Lav et all. / Cypriot Journal of Educational Sciences. 4 (2011) 186-193

2.2. Procedure
Having acquired the permit needed from the Department of Education and also acquiring one of the
teacher's consent for performing the experimental plan and after determining the "experiment group"
and the "evidence group", all of which were quite laboring, first social skills test was given. Having
passed one week from the pre-test some briefing-educational meetings were held for the experiment
group's teacher to familiarize him with cooperative learning approach during which some books and
papers were presented on cooperative learning. Next, the teacher familiarizes the students with
cooperative learning and its advantages and initiated education in a cooperative approach. Considering
the students' grade, the teacher then established two-individual groups. This kind of education lasted
for 10 weeks i.e., 30 45-minute sessions. In this specific time frame the teacher as well as the researcher
attempted to perform the principles, necessities, and groups' cooperative learning characteristics.
Precautions and criticisms appropriate for this approach were taken into serious considerations. The
researcher's participation and supervision were accomplished during these 10 weeks. The present study
enjoys much from the cooperation of school's principal and its vice principal.
Teacher's main duties in this process include: preparing course materials and plans for each session;
guiding and directing the groups; providing the facilities needed as much as possible; evaluating and
supervising groups' tasks with respect to the social skills' evaluation and; providing the feedbacks
needed. Teacher's motivation and eagerness and his appropriate cooperation with students' parents
have always ensured the researcher that the procedure has been accomplished desirably. Having
passed these 10 weeks a social skills' test was given to both experiment and control group. In this study
for collecting, classifying, organizing, describing, and extracting data and then converting them into
statistic information as well as the data analysis descriptive statistical techniques and inferential
statistics were employed. In data analysis descriptive statistics were employed. For obtaining the
'average score' and 'standard deviation' inferential statistics approach was used and the t-test was
employed for examining the hypotheses and for determining that whether the average score difference
is significant or not. Thus one can determine the performance of the students affected by this model
comparing to those deprived of. However since a pretest was given to both groups i.e., experiment and
evidence, gain score method was used in analyzing the scores obtained.
2.3. Research Findings
The following hypotheses were experimented in this study:
1.

Students taught in a cooperative approach display better social skills comparing to those taught
by traditional approaches. This hypothesis consists of two parts:

1.1.

The students taught by a cooperative approach display appropriate social behaviors when
compared to those students taught through traditional approaches.

1.2.

The students taught by a cooperative approach display less inappropriate social behaviors
(impulsive and assertiveness) when compared to those students taught through traditional
approaches.
Table1. Descriptive statistics for variables

Descriptor / Variables
1
Mean
Std.
Deviation
Minimum

preimpulse
94.2432
15.37387
62.00

Postimpulse
70.3243
5.69627
63

presocial
54.2973
5.06549
45

Post social
61.2432
5.31980
53
191

Masoud Gholamali Lav et all. / Cypriot Journal of Educational Sciences. 4 (2011) 186-193

Maximum
2 Mean
Deviation
Minimum
Maximum

Std.

126.00
101.9189
18.42157
72
143

83
109.1081
15.67160
89
149

63
66.8649
7.40931
49
85

80
69
7.11805
47
79

Table 2 .t-test for gain scores of impulsive behaviors among two groups
Groups

Mean

37
37

-23.9189
7.189

Std
.Deviation
12.83307
9.67

Std. Error
Mean
2.10974
1.59053

df

Sig

-11.774

72

.000

The average of experimental group in impulsive behaviors (23.91), and control group (7.18) that was
higher than control group. Thus experimental group scored significantly lower on impulsive behavior
(P<0/001), than control group.
Table 3. t-test for gain scores of social behaviors among two groups
Groups

Mean

1
2

37
37

6.9459
2.1351

Std.
Deviation
4.21601
4.54705

Std. Error
Mean
.69311
.74753

df

Sig

4.71

72

.000

The average of experimental group in social behaviors (6.94), and the control group (2.13) that was
higher than control group. Thus experimental group scored significantly higher on social behavior
(P<0/001), than control group.
3. DISCUSSION
In cooperative learning approach, the students obtain social skills through participating in group
activities. Group is where the students learn how to listen when the others are speaking. Also, in group
they practice self-control. They learn when to start talking and not to interrupt the others. They learn to
speak slowly and make eye contacts with the others. They learn to listen to the others' views and
respect them. They are taught to criticize the opinions and not those who develop them. They learn to
view the problems from the others' viewpoints. They are taught to accept the criticisms and tolerate the
opponents' views. They also learn how to encourage the others to speak, how to ask for help and when
to do it. They are also taught how to divide the tasks and work cooperatively for achieving a very
common goal. All of the afore-mentioned skills are taught practiced in groups and are gradually
internalized in the individuals.
Finally, two groups ( experimental and control) compared and in brief the t-test indicated that the
growth developed in enhancing the appropriate social skills and lowering inappropriate social skills in
the experiment group were significant.
The limitations of the present study include:
1. Time frame limit i.e., considering the final exams the time frame was determined at 10 weeks;
2. Since this study was done in an elementary school, it can not be generalized to any other
educational level;
192

Masoud Gholamali Lav et all. / Cypriot Journal of Educational Sciences. 4 (2011) 186-193

3. Since this study was done among the girl students, generalizing the findings to boy students is
not bereft of mistake.
It is suggested to the educational authorities and officials to provide the opportunities needed for
employing this approach for different courses and educational levels. It is also recommended to the
teachers that avoid rewarding the students in the public (especially when the reward is money) and
creating competition among the students otherwise the cooperation morale and students' emotional
relations which are among the cooperative learning approach's main goals are undermined. It is
recommended that researchers perform this study in different grades and educational levels and
compare their results with those of the present study.
REFERENCES
Cartledge, G., & Kiarie, M. W. (2001). Learning social skills through literature for children and
adolescents. Teaching Exceptional Children, 34(2), 40-47.
Cohen, E. (1994). Designing group work teacher, College Press, Columbia University.
Ellis,S.S., & Whalen, S. F. (1990). Cooperative learning: Getting started. New York, Scholastic .
Erdem, A. (2009).Preservice teachers` attitudes toward cooperative learning in mathematics course,
Procedia Social and Behavioral Science, 1, 1688-1672.
Foley, R. M.(2001).Professional Development Needs of Secondary School Principals of CollaborativeBased Service Delivery Models. The High School Journal , 85, 1, 10-23.
Gokhale A. A. (1995). Collaborative Learning Enhances Critical Thinking .Journal of Technology Education,
7(1),1045-1064.
Gut, D., & Safran,S. (2002). Cooperative learning and social stories, Reading and Writing Quarterly, 18,
87-91.
Hargie, O., Dickson,D.,& Tourish,D. (2004). Communiction skills for effective management. Baingstoke:
Macmillan.
Hill, K. A. (2000). Cooperative learning as a mean of improving social among middle grade student.
Retrieved from http:// www.usoc.k12. Ut.us/goals.
Joyce, B., Marsha, W., & Calhoun, E. (2004). Models of Teaching. Allyn and Bacon.
Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan Publishing.
Keramati, M. (2007). The effect cooperative learning on development of social skills and math
achievement. Journal of psychology and Education,37(1),39-55. [in Persian]
Keramati, M. (2005). Cooperative learning . Tehran. Faraangizesh publication. [in Persian]
Kocak, R. (2008). The effect of cooperative learning on psychological and social traits amomg
undergraduate students. Social Behavior and personality, 36(6), 771-782.
Matson, J., Rotatori, A., & Helsel, W. (1983). Development of a rating scale to measure social skills in
children. The Matson Evaluation of Social Skills with Youngsters (MESSY). Behaviour Research and
Therapy, 21, 335-340.
Matson ,J. L., & Ollendick, T. H. (1988). Enhancing children's social skills: Assessment and training. New
York , Pergamon Press.
Payne E. , & Whittaker L. (2000). Developing essential study skills. Prentice Hall.
Tileston, D. W. (2005). Ten best teaching practices: How brain research, learning styles, and standards
define teaching competencies. Thousand Oaks, CA: Corwin Press.
Tolmie A.K., Topping, K.J., Christie, D., Danaldson, C., Howe,C., Jessiman, E., Livingston, K., & Thurston, A.
(2009). Social effect of collaborative: learning in primary schools. Learning and Instruction,20 (3),
177-191.

193

Copyright of Cypriot Journal of Educational Sciences is the property of Cypriot Journal of Educational Sciences
and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright
holder's express written permission. However, users may print, download, or email articles for individual use.