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Collaborative learning is a type of learning that involves students working in pairs or small groups to discuss concepts, or find solutions to problems. Students increasingly expect a classroom experience that helps them develop knowledge for themselves, no just passively receive one-dimensional information. Students want to be more active in their learning instead of passively listening to lectures. They also expect to meet with discussion groups and project teams and prefer to do much of their assigned work during class time instead of meeting separately. Retention rates increase, recruitment efforts improve and early evidence suggests that the use of this approach can improve grades.

Current recommendations for reforming learning in Genetics matter include the use of cooperative learning activities as a form of active learning to supplement or replace traditional lectures. This paper describes the use of cooperative learning activities in teaching and learning in Genetics subject.

Characteristics of good activities and guidelines for the use of groups are suggested. The use of small-group learning activities appears to benefit students in different ways. These activities often result in students teaching each other, especially when some understand the material better or learn more quickly than others. Those students who take on a "teaching" role often find that teaching someone else leads to their own improved understanding of the material. This result is reinforced by research on peer teaching that suggests that having students teach each other is an extremely effective way to increase student learning.

The benefits of collaborative learning include:
• Development of higher-level thinking, oral communication, self-management, and leadership skills.
• Promotion of student-faculty interaction.
• Increase in student retention, self-esteem, and responsibility.
• Exposure to and an increase in understanding of diverse perspectives.
• Preparation for real life social and employment situations

There are many instructional strategies that involve students working together to solve a problem. One advantage of working in groups is that a problem can be solved faster and easier. Any time more than one person works together to solve a problem it is usually more efficient. When working in a group it allows for people to think as one and help others This work shows that students who work in groups develop an increased ability to solve problems and evidence greater understanding of the genetic material.

The aim of our research work is to link the influence of cooperative learning on academic Success. One of the most important influences on cooperative learning activities is whether students achieve academically. Our results showed that the application of collaborative work activities in the resolution of genetics problems produce higher success rate in the students learning, yield and significant increase in the number of students involved in the assessment process and a significant lower percentage of student dropout. Academic success is, above all, the university's and the student's aim. Academic success is also tied to eligibility for financial aid. For these and many other reasons, it is important to turn to methods that maximize student achievement