Cooperative learning has been used effectively at the elementary and secondary levels, but it has only recently found its way to the college level. Therefore, in colleges, universities and work places throughout the world, tremendous efforts are underway to move from a lecture-based approach to more active, cooperative learning activities. This study investigates the effect of cooperative learning techniques on pre-service teachers’ cooperative learning usage, cooperative learning attitude, self-esteem, class and discussion group (case) grades, class and discussion group attendance. The effect of cooperative learning was examined via instructional techniques. Classes were divided into experimental and control groups. The groups were taught with either traditional lecture-based format (control) or cooperative learning techniques (experimental) during a 16-week semester. Independent t-tests were run to compare some of the variables in pre-test scores and to test whether the groups were equivalent at the beginning of the study. Multivariate ANOVA was then utilized to test the group differences on the seven dependent variables. Surprisingly, the results revealed that cooperative learning techniques did have a positive effect on all of the seven dependent variables. Cooperative learning group and traditionally taught group had significantly differed from each other. It appears that cooperative learning has many academic, social and personal benefits for those who participate in it.Suradničko učenje je tehnika koja je uspješno primjenjivana u osnovnim i srednjim školama, ali je tek nedavno našla svoje mjesto na sveučilišnoj razini. Na fakultetima, sveučilištima i radnim mjestima diljem svijeta prelazi se s pristupa utemeljenog na predavanjima na aktivno, suradničko učenje. U ovom radu istraživane su posljedice tehnika suradničkog učenja na predavače i njihovu primjenu tih tehnika, stav prema njima, samopoštovanje, uspjeh na razini razreda i grupe te prisutnost na nastavi u razredu i grupi. Rezultati suradničkog učenja istraživani su instruktivnim tehnikama. Razredi su podijeljeni na eksperimentalne i kontrolne skupine, koje su poučavane tradicionalnim predavanjima (kontrolna skupina) ili suradničkim tehnikama učenja (eksperimentalna skupina) tijekom 16-tjednog semestra. Varijable dobivene iz pre-test rezultata uspoređene su nezavisnim t-testom, kojim se utvrdila ekvivalentnost skupina u početku istraživanja. Razlike među skupinama provjerene su multivarijatnom analizom varijance na sedam zavisnih varijabli. Iznenađujuće, rezultati su pokazali pozitivan utjecaj suradničkih tehnika učenja na svih sedam zavisnih varijabli. Skupine u kojima se provodilo suradničko učenje te skupine poučavane na tradicionalan način značajno su se razlikovale. Čini se da suradničko učenje ima brojne akademske, društvene i osobne koristi za sudionike
