The Impact of Cooperative Learning on the Performance and Retention of U.S. Navy Air Traffic Controller Trainees

Abstract

Abstract The impact of cooperative learning, compared with traditional navy instruction, on achievement, performance, attrition rate, and attitudes of U.S. Navy air traffic controller trainees was investigated. A class of 13 air traffic control trainees participated in the cooperative condition for the charts and publications unit of their training. The performance for this class was compared with that of 50 other classes who studied the same unit. Cooperative learning, compared with traditional instruction, resulted in greater learning of technical information, greater independent functional ability to perform job functions, and a zero failure rate. In addition, cooperation, compared with traditional instruction, resulted in greater esprit-de-corps and more favorable perceptions of the instructor's competence.