Cooperative learning-based approach and development of learning awareness and achievement in mathematics in elementary school

Elementary school students (control group: n=30, experimental group: n=30) were introduced to a cooperative learning-based approach in a pre-post design. Development of learning awareness and performance on achievement task were the dependent measures. The cooperative learning-based approach of the experimental group induced significantly greater learning awareness and better performance on an achievement task than for the control group who had undergone the regular lecture-and-demonstration method on the same topic.