Claims

The achievement effect of cooperative learning differs significantly across student grade levels, largest at university level (d+ = 1.33)

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2015 · not yet checked against its sources · 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.

q3 i? Effect sizes differed significantly across the five grade levels (QB = 11.76; p = 0.02), with the largest effect at university level (d+ = 1.33) and the smallest at secondary level (d+ = 0.30). → Gulfer Capar 2015

Evidence

Gulfer Capar 2015

Gulfer Capar, Kamuran Tarim. (2015). Efficacy of the Cooperative Learning Method on Mathematics Achievement and Attitude: A Meta-Analysis Research. Educational Sciences Theory & Practice. https://doi.org/10.12738/estp.2015.2.2098

q3 · i? · quant-synthesis · r2

Moderator analysis by education level (preschool, primary, secondary, high school, university) in the meta-analysis, reported in Table 1. The article reports "significant differences were observed" across grades, with university d+ = 1.33 and secondary d+ = 0.30.

"it was seen that the cooperative learning method was the most effective at the university level in terms of mathematics achievement ( d+ = 1.33). For the effect among the different grades, significant differences were observed for the effect sizes of these five grades (QB = 11.76; p = 0.02)."

Discussion

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