Effectiveness of Online Cooperative Learning: Evidence of Students’ Achievement and their Attitude towards Intervention

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School Education Department is usually criticized for utilizing quite a smaller number of academic days due to many reasons such as summer and winter vacations, pandemics, terrorism, fog, extreme weather conditions and sudden holidays, etc. There is hardly any concrete mechanism or step taken to address the issue. The researchers hypothesized that if face to face mode is supplemented with some online learning, it will minimize students’ academic lose. The study is an effort in this regard. The purpose of the experimental study was to determine the efficacy of online cooperative learning (OCL) integrated in the rotation model of blended learning with specifically focusing on measuring the effect of intervention on students’ achievement and attitude towards OCL. By using a posttest only control group design, sixty-two first-year students were randomly assigned to either the experimental (30) or control (32) group. The experimental group received three OCL and three formal sessions per week whereas the control group had 6 face to face sessions per week. At the end of two months intervention, achievement test and questionnaire were administered to students to collect the data regarding both dependent variables.  Data were analyzed by independent samples t-test and one sample t-test. The findings revealed that the students of experimental group significantly outperformed their counterparts in the control group regarding achievement and demonstrated positive effect towards OCL. It is concluded that OCL is feasible to be used with face to face mode. School education authorities are recommended to test and use this model on large scale to maximize students’ academic days.