A Systematic Review of Cooperative Learning Interventions Implemented with Students with Neurodevelopmental Disorders

The present study aimed to study of the effectiveness of cooperative learning interventions implemented with students with neurodevelopmental disorders. In this systematic review, relevant keywords were searched in the databases of Humanities Portal, the Academic Jihad Scientific Information Center, the Noormags Specialised Journals Database, the National Journals Database, ProQuest, ScienceDirect, Google Scholar databases, PubMed and Springer. And out of 29 articles available in relation to the keywords entered in different databases, 9 completely relevant articles were included in the research. Findings showed that all studies were experimental in nature and were conducted in a group small between 1998 and 2024, and the most frequently studied psychological variables were academic motivation and emotion regulation, academic achievement, social acceptance and self-esteem, social skills, students’ behavioural patterns from the perspective of home, school, peers, teacher and parents, self-reported peer relationships, peer support and class participation, motivation, trust and peer acceptance. The number of sessions in most studies was in ten 45-minute sessions. The sample size in the studies varied from 8 to 1748. Finally, we conclude that all the studies reviewed, namely nine studies (100%), showed positive and significant effectiveness of training in cooperative learning on students with neurodevelopmental disorders.