Abstract
A structured eight-week cooperative learning intervention was implemented in two Year 11 Psychology classes. Each class was taught alternately under cooperative learning and traditional instruction. Three different measures of student achievement were used: a pretest, a 10-item quiz, and an overall posttest. In addition, all students completed the Learning Preference Scale – Students (LPSS; Barnes, Owens, & Straton, 1990) at posttest. The results indicated no overall effects on academic achievement. Rather, it was found that the effects of cooperative learning differed across the two classes. Further, significant differences were found in preferred learning styles between the two classes. It was concluded that successful implementation of cooperative learning in adult education classes relies upon effective teacher management skills.
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