CCCT participation improved prospective teachers' attitudes towards cooperativeness (g = 0.751)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i2 Experimental group cooperativeness attitude scores increased significantly from pre to post after the CCCT intervention, with a moderate effect size. → Özgür Tutal 2026

Evidence¶

Özgür Tutal 2026¶

Özgür Tutal. (2026). Artificial intelligence assisted design of a novel cooperative learning technique for higher education. Scientific Reports. https://doi.org/10.1038/s41598-026-50770-1

q2 · i2 · causal · r1

Paired samples t-test on the cooperativeness scale within the experimental CCCT group (n = 31), from pre X = 68.03 (SD = 10.63) to post X = 75.19 (SD = 8.02), p = 0.007; the article reports a moderate effect size of g = 0.751.

"a notable increase between the participants' pre-survey mean scores ( X = 68.03, SD = 10.63) and post-survey mean scores ( X = 75.19, SD = 8.02). This observed increase was found to be statistically significant ( p = 0.007), indicating that the CCCT implementation had a meaningful influence on enhancing participants' attitudes towards cooperativeness"

Discussion¶

Learner Variables¶

Collaboration — outcome: instruction changes it

The effect of cooperative learning did not differ statistically by teaching style, outcome type, publication quality, bias status, or report type — the general claim this finding bears on, with the studies behind it
CCCT participation improved prospective teachers' co-regulation situations (g = 0.512) — related
Prospective teachers taught with CCCT outperformed a lecture-based control group on academic achievement (g = 0.839) — related
Prospective teachers' qualitative feedback credited CCCT with communication, teamwork and engagement gains but noted unequal participation and time constraints — related
Within-group achievement gains were significant for the CCCT group but not for the control group — related
No significant relative pre–post changes for attitudes toward collaborative learning, overall teamwork, or remaining teamwork subscales — related

Page metadata

Field	Value
`type`	`claim`
`id`	`ccct-improved-cooperativeness-attitudes`
`title`	`CCCT participation improved prospective teachers' attitudes towards cooperativeness (g = 0.751)`
`description`	`CCCT participation improved prospective teachers' attitudes towards cooperativeness (g = 0.751)`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2026`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-10`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `özgür-tutal-2026`

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