Abstract
Cooperative learning is one of the important educational strategies that have been adopted in the student-centered curricula, and an important step in learning and education is the development and enhancement of student learning and their interaction with improving the effectiveness of teaching. The aim of this research is to study the impact of the use of cooperative learning strategy and its impact on academic engagement and its reflection on student performance achievement and results of their learning process for a sample of students from the Department of Architecture in the College of Engineering at Mustansiriyah University. The results showed a strong correlation between cooperative learning strategy and academic engagement in the educational process with high impact factor between the two variables, so the result was positive, which enhanced the academic achievement results for the stage as well as an increase in technical and academic skills for students by helping them meet the design requirements and enhancing their social skills, so they became more motivating and willing to learn and strengthen social relations between students and the faculty as well as the influence of time factor where teamwork significantly reduced time at the level of achievement, in addition to the time devoted to criticism for five groups compared to (15) individuals. The experiment demonstrated the effect of cooperative learning strategy on the level of student engagement in terms of its four characteristics:• Behavioral engagement through effective engagement into group work.• An increase in the desire to work and an improvement in social relations, and hence, increase in the rates of emotional engagement.• Cognitive merger by noting an improvement in academic performance in general compared to individual performance.• The individual effort may not be apparent to some students due to the interlock of joints of work at the group level.
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