Investigating the Impact of Cooperative Group Learning on Blended Teaching and Learning Outcomes: A Case Study of Sixth-Grade Students in an Elementary School

Abstract

Taiwan's education landscape has undergone profound changes in the aftermath of the COVID-19 pandemic. Educators, students, and campus environments have all adapted to digital learning, facilitating a smoother transition to blended learning in the post-pandemic era. This study utilizes spatial production theory, blended teaching methodologies, and cooperative learning approaches to investigate the impact of collaborative learning on the efficacy of blended teaching. Findings indicate that elementary school students encounter challenges transforming digital materials into topic discussions, hindering peer discussion and interaction in cooperative learning settings. Consequently, the learning outcomes slightly lag those of the control group engaged in individual learning. However, the overall performance tends to concentration and improvement, as evidenced by the standard deviation.