the effect of cooperative learning on school connection and academic engagement among students

Many social and life skills, expression of opinion, self-expression, critical thinking, expression of feelings, and expression of logical opposition happen during collaborative learning, and the collaborative environment can play a role in improving the skills necessary for life. this study aimed to investigate the effect of cooperative learning on school connection and academic engagement components of second-grade primary students in iranian schools. in this -experimental research (pre-test, post-test with a control group), the statistical population included all second-grade primary school students in bandar abbas in the academic year 2021-2022. a total of 40 students were selected through multi-stage cluster sampling and randomly divided into control (n=20) and experimental (n=20) groups. data were collected through the brown and evans school connection questionnaires (2002) and the academic engagement questionnaire (reeve tseng, 2011). to implement training; 16 group sessions (two 50-minute sessions each week) were conducted in the experimental group using the cooperative learning method and, in the control, group using the traditional teaching method. for analysis, data used spss 24 software and multivariate analysis of covariance. results showed that, after control of the pretest scores, there was a significant difference between the posttest scores of the experimental (p ≤ .0001) and the control (p ≤ .0001) groups in levels of school connection (commitment, power, belonging, and belief in rules) and academic engagement (agency, behavioral, cognitive and emotional) (p ≤ .0001). thus, the results of the present study confirmed the effect of cooperative learning on school connection and academic engagement in iranian primary school students. cooperative learning leads to the ability and make appropriate decisions in solving complex problems, which can lead to the desire to learn, and improved attachment to school.