Cooperative learning strategies to raise attainment in mathematics with pupils aged 11–16 years: A systematic literature review

Abstract Cooperative learning is a widely adopted teaching method to improve academic achievement. This review synthesises existing research on the use of cooperative learning within a school setting for pupils aged 11–16 years. Such a review has not been undertaken to date and will present an evidence base for educators considering implementation. Furthermore, the review will support a wider project undertaken by a Widening Participation Unit situated within a Higher Education institution, which encourages and supports participation from underrepresented groups. The Unit seeks to support pupil attainment in schools so that the barrier of low educational attainment can be addressed. The knowledge gained from the review will inform future project plans, including the trial of evidence‐based methodologies to improve attainment in GCSE Mathematics. This review examines nine studies from an initial pool of 115 studies that used experimental, quasi‐experimental, and randomised controlled trials to assess the impact of cooperative learning on mathematics attainment. Eight of the nine studies report positive results, illustrating cooperative learning as an effective teaching strategy. However, different outcomes were observed for academic performance among ethnic minority and economically disadvantaged students. Gender differences were also apparent, with female students generally outperforming males, though both genders showed measurable improvements in academic performance in cooperative learning settings. As the findings suggest that cooperative learning can boost student outcomes, its implementation should be promoted as a key classroom technique. The review stresses the importance of conducting high‐quality, large‐scale research across diverse educational contexts to strengthen the existing evidence base.