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Two classes were assigned to an experimental group or a control group, and a quasi-experimental evaluation was conducted. Cooperation development was measured using the Measurement of Competitive-Cooperative Attitudes, with pre-, middle after 6 weeks, and post-tests after an additional 6 weeks. 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Two classes of elementary female students were assigned as an experimental or a control group. The study used a quasi-experimental method for the evaluation and comparison of cooperation development and administered the Measurement of Competitive-Cooperative Attitudes (Martin & Larsen , 1976) to gather data. A T-test was done to examine the hypothesis. A pre-test was performed to measure cooperation skills development and see whether they are comparable. Then, the experimental group played the selected group games, while the control group continued the previous curriculum. A middle test was conducted after 6 weeks. There were no meaningful differences between the groups. As it was predicted that time would be a factor that affected the results, the program continued for another 6 weeks. Finally, a post-test was conducted, revealing that group games can increase cooperation skills (p\u003C 0/05) .  \nKeywords: social skills, cooperation skills, elementary students, group games, individual games * [tsohrabi@mun.ca](tsohrabi@mun.ca)  \nThis article investigates the effects of group games on children ’s cooperation skill development. Cooperative skills are one of the most practical types of social skills in modern society (Victoria et al. , 2018) . The development of these skills is considered a fundamental social process (Marwell & Schmitt , 2013) . Cooperation is defined as “acting together, in a coordinated way at work, leisure, or in social relationships, in the pursuit of shared goals, the enjoyment of the joint activity, or simply furthering the relationship” (Argyle, 2013 , p. 15) . Previous studies demonstrate that the ability to establish positive relationships and cooperate with peers is associated with higher self-esteem and self-confidence (Hemmeter et al. , 2006) . However, experiencing difficulties in interacting and cooperating with peers can result in behavioural and emotional problems, academic failure, bullying, social isolation, peer rejection, drug abuse, depression, and antisocial behaviour (Campbell et al. , 2000; Chari et al. , 2013; DeRosier , 2004; Eisenberg et al. , 2005; Howes , 2000; Johnson et al. , 2000; Snyder , 2001) .  \nRegarding the importance of cooperation skills, some interventions are needed to enhance children ’s skills. One of these possible methods can be using group-games as a way of teaching. Children learn many necessary social-emotional skills they use to integrate, cooperate, and express their feelings to others through play (Rye , 2008) . Van Oers (2013) believes that play can facilitate children ’s evolution and developmental processes. Van Oers (2013) also argues that socialization increases throughout the first years of life through play. These findings are supported by researchers such as Kollbrunner and Seifert (2013), who argue that childhood is the best time for teaching adaptive behaviour and skills, including social skills through play. As Bond (1986) states , learning through play provides a direct personal experience , and it has more important effects than watching someone else ’s experience. He suggests that play is an exciting and rewarding method of teaching social skills because of the way children use social interaction within groups. Through play, children take on different roles and learn from their peers and social surroundings. As a result, children become more competent and begin to regulate their thoughts and behaviours. Play, including group-and individual-based games, are a part of almost all children ’s and adolescents ’ lives. Although children are self-centred in the first years of thei","cbCaiaeiGs4eXiGY","https://ap.wps.com/l/cbCaiaeiGs4eXiGY","pdf",224175,21,"English","# Abstract\n## Method\n## Findings\n## Theoretical Framework","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To examine the effects of group games on female elementary students’ cooperation skills.\"},{\"question\":\"How were students grouped and what method was used?\",\"answer\":\"Two classes of elementary female students were assigned to an experimental group or a control group, using a quasi-experimental evaluation approach.\"},{\"question\":\"Did group games lead to measurable improvements?\",\"answer\":\"Differences were not meaningful at the middle test, but the final post-test showed that group games can increase cooperation skills.\"}]","Power of Play - How Playing Affects Cooperation Skills - Journal of Educational Research and Practice - Vol. 31 (1) 2021 | PDF",1792080426,53]