Follow-up evaluation of the adult education project 'The cooperative classroom'
It was expected that teachers who had experience with the use of CL would have lower dropout rates and less absenteeism. This cannot be established based on the given figures. There seems to be a limited effect of CL when applied widely. The figures give no reason to conclude that the use of CL generally decreases dropout or absenteeism or heightens the character level. Other factors play a major role. The figures in this evaluation thus indicate the same direction as the results from the evaluation 2010 of the experience of the first year. The effect that is observed in some instances is not sufficient to have a systematic impact as an overall pattern. CL is not a 'panacea' which alone can reduce dropout rates and absenteeism and improve the professional level, as this is measured by grades. In some educational contexts and on some teams the use of CL seems to imply significantly better results. In other contexts there was no effect or a direct negative effect. It can be assumed that it is the use of CL in combination with other factors, such as the teachers' social competence, which is decisive. In the evaluation 2010 a number of positive effects of CL on students 'collaborative skills and teachers' satisfaction with their own skills and the application of the CL method were established. This is not examined in this follow-up evaluation, but there is no evidence that these effects are still not achieved.