A Study on the Association between Peer Relationships and Academic Performance in Cooperative Learning in Chinese Middle Schools

Abstract

Cooperative learning has been widely implemented in the field of education; however, the influence of peer interaction on learning outcomes remains insufficiently explored. This study aims to uncover the dynamic relationship between peer relationships and academic performance within a cooperative learning context. Using a cluster sampling method, 118 first-year junior high school students from a school in Chengde, China, were selected and assigned to 12 cooperative learning groups. Individual and social network data were collected via WeChat. The Stochastic Actor-Oriented Models (SAOMs), supported by RSiena software, were employed to analyze data on social closeness, academic support relationships, and academic achievement, distinguishing between peer selection and influence processes. The findings reveal that the two types of peer relationships are closely linked and mutually reinforcing. Students with higher academic performance are more likely to be selected as academic supporters and are more proactive in establishing close social and academic support relationships. However, peer relationships do not have a significant effect on academic performance. The study concludes that peer dynamics in cooperative learning are complex and primarily contribute to shaping the social structure. These results offer a new perspective for understanding the mechanisms of cooperative learning.