The Double

Cooperative learning is an instructional approach that has several advantages to students’ learning. Over the last two decades, Ethiopia has been trying to adopt this approach to its education system. However, little is known about its actual socio-academic advantages and barriers to students. The objective of this study is, therefore, assessing the benefits and barriers associated with this approach to students from Johnson and Johnson’s elements of cooperative learning. Using a focus group discussion method, we collected data from 23 students. Based on classical grounded theory analysis, we found that peer-to-peer cooperative learning (PCL) has several advantages and barriers to students. The primary benefit of PCL is social interaction instead of academic. The attributes of cooperative learning are more than Johnson and Johnson’s five elements of cooperative learning and have double-edged outcomes in school. This study might help to promote benefits and to intervening barriers associated with PCL