摘要：The purpose of the study was to investigate the effects of cooperative learning on achievement in mathematics and native language and to analyze students' achievement in cooperative learning according to their gender,abilities and cognitive style.Three hundred and seventy three (170 in the experimental and 203 in the control group) fifth grade students from nine different primary schools participated in the study.In experimental group,cooperative learning was introduced in one quarter of the hours dedicated to mathematics and Slovene language during the school year.Control group received the traditional way of teaching in both courses.The results were analyzed with ANOVA.Positive effects of cooperative learning were found in both courses.Results in cooperative learning group were further analyzed according to students' gender,abilities and cognitive style.No significant interaction between students' achievement and their gender or abilities were found.Statistically significant interactions between students' cognitive style and achievement were found in both courses.Field-dependent students benefited most from cooperative learning.
其他摘要：V raziskavi smo želeli proučiti vplive sodelovalnega učenja na dosežek pri šolskih predmetih matematika in materinščina ter analizirati dosežke učencev s sodelovalnim učenjem glede na spol,sposobnosti ter kognitivne stile.Sodelovalo je 373 učencev petih razredov iz devetih različnih osnovnih šol,170 v eksperimentalni in 203 v kontrolni skupini.V eksperimentalni skupini je bilo tekom šolskega leta vpeljano sodelovalno učenje pri četrtini ur,posvečenih učenju matematike in materinščine.Kontrolna skupina je ves čas pri obeh predmetih delala po klasični metodi učenja.Rezultate smo analizirali z analizo variance.Pozitivni učinki sodelovalnega učenja so se pokazali pri obeh predmetih.Rezultate skupine,ki je delala po metodi sodelovalnega učenja,smo nadalje analizirali glede na spol učencev,njihove sposobnosti ter kognitivne stile.Nismo našli nobenih pomembnih interakcij med spolom ali sposobnostmi ter dosežki učencev,pač pa se je tako pri matematiki kot pri materinščini pokazala pomembna interakcija med njihovim kognitivnim stilom in dosežkom.Učenci s kognitivnim stilom odvisnosti od polja so največ pridobili s tehniko sodelovalnega učenja.
