Cooperative and collaborative learning show larger achievement effects than problem-based and peer-led team learning in engineering and technology classrooms¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2018 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 Cooperative learning (d = 0.51) and collaborative learning (d = 0.46) subgroup effects exceeded problem-based learning (d = 0.36) and peer-led team learning (d = 0.20, one study). → Kalaian 2018

Evidence¶

Kalaian 2018¶

Kalaian, S. A., Kasim, R. M., & Nims, J. K. (2018). Effectiveness of Small-Group Learning Pedagogies in Engineering and Technology Education: A Meta-Analysis. Journal of Technology Education, 29(2). https://scholar.lib.vt.edu/ejournals/JTE/

q3 · i2 · quant-synthesis · r2

Random-effects subgroup analysis of the learning-method moderator across the 26 effect sizes (Table 2). The article reports d-values of 0.51 for cooperative learning (12 effect sizes), 0.46 for collaborative (7), 0.36 for problem-based (6, p = 0.18), and 0.20 for peer-led learning (1 study).

"both cooperative and collaborative learning methods promoted larger effects in increasing students' achievement with d-values of about 0.51 and 0.46, respectively, and followed by problem-based learning with a d-value of 0.36"

Discussion¶

Related Claims¶

• Small-group learning improves undergraduate STEM achievement — a broader claim this one bears on
• Self-selected and randomly formed small groups show larger achievement effects than ability-based grouping, and groups of three to five students outperform pairs — related
• Collaborative Learning Improves Outcomes — related
• In school studies, cooperative and peer-learning methods that reward groups on every member's individual learning raised achievement more than methods without such rewards — related
• Teaching type, intervention duration, subject area, group size, and learning scaffold significantly moderate the effect of collaborative problem-solving on critical thinking — related
• Small-group learning methods appear more effective for first-year freshmen than for higher-level college students in engineering and technology courses — related
• Cooperative learning produces a medium, positive, significant effect on mathematics achievement compared with traditional methods (d++ = 0.59) — related
• Small-group learning methods produce a moderate positive overall effect on college students' achievement in undergraduate engineering and technology classrooms compared with lecture-based and individualized instruction — a broader claim this one bears on