Abstract
Reciprocal Teaching a type of cooperative teaching and learning strategy involving learners with similar academic backgrounds sharing teacher and student roles. Its use was not explored to the same degree as other types of peer-assisted strategy, including students at different levels. The goal of the systematic review was to investigate the impact of Reciprocal Teaching on existing literature in the field of education which include the use of Reciprocal Teaching for all student's level to enhancing academic achievement and ROSES (Reporting Standards for Systematic Evidence Syntheses) was carried out as a review protocol to conduct Systematic Literature Review (SLR). A literature review performed between January 2013 and February 2022 using the relevant electronic databases (Eric Plus Text, PubMed, Web of Science, Scopus) as well as searching for the keywords. Twenty-eight researches met the set inclusion requirements for this review. The results found that Reciprocal Teaching improved comprehension of the subject under review, enhanced cooperative learning, improved academic achievement, communication, metacognition, teaching skills, developed a positive impact in learners understanding, especially in evaluating learning performance and reciprocal teaching which may improve the understanding of reading, solving word problems in scientific fields.