ArticlePloS one2025
Adolescent perspectives on the effect of cooperative classroom learning on social networks and health.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
7 authors.
Funding
Abstract
Cooperative learning is a small-group pedagogical technique hypothesized to impact health by altering classroom social dynamics. Using a grounded theory approach, we performed semi-structured interviews with a purposive sample of twelve students at a large urban public high school and explored the effect of cooperative learning on social networks and health. Students emphasized the social risk inherent in group activities and juxtaposed this with the fostering of social-emotional skills, stronger social networks, and protective factors for health. Shy or socially isolated students described significant social anxiety which cooperative learning techniques helped to curtail. These findings highlight the salience of group learning, its effect on adolescent social dynamics, and its potential for influencing health and well-being.
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Registered trials
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