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.