Kosovo ranks among the lowest in PISA science assessments. This may be due to the dominance of frontal work (FW) in secondary school science subjects, which leads to low student interest in these subjects. The cooperative learning (CL) approach, however, is a widely recognized pedagogical method that fosters engagement and enhances learning. This study aimed to examine the effects of CL on secondary school students’ achievements in physics lessons, particularly in thermodynamics. Key factors such as interest, social skills, and logical thinking were considered in understanding students’ achievements. A quasi-experimental pre-post design was employed, with data collected through paper-and-pencil tests assessing knowledge and logical thinking, as well as questionnaires on student interest and social skills. The study included 135 15-year-old students, divided into two groups: experimental (CL) and control (FW). The results revealed that the CL group significantly outperformed the FW group on the knowledge test, with notable improvements in students’ interest in physics and social skills. The study suggests that physics teachers adopt CL strategies to achieve multiple educational objectives.
Shala et al. (Fri,) studied this question.