Effects of Co-operative Learning and Embedded Multimedia on Mathematics Learning in Key Stage 2: Final Report

This large, randomised evaluation of a comprehensive approach to maths teaching in Years 4 and 5 found that teachers in England implemented most elements of co-operative learning with embedded multimedia, and most of them liked it. However, they often did not implement programme elements related to group goals and individual accountability for learning, which previous research has found to be essential to the effectiveness of co-operative learning. Perhaps as a result, the intervention did not make any difference in achievement in comparison to what was seen in the control group. Also, teachers expressed concern about the lack of differentiation in the PowerTeaching Maths intervention.

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