Co-operative learning produces significantly higher English grammar achievement than conventional methods in secondary students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The post-test of the control group after conventional teaching differed significantly from its post-test after co-operative learning treatment (t = 32.62 > 1.96). → Singaravelu 2010 q2 i? The same control group scored a mean of 19.12 after co-operative learning versus 8.68 after conventional teaching. → Singaravelu 2010 (2)

Evidence¶

Singaravelu 2010¶

G. Singaravelu. (2010). Impact of Co-operative Learning Strategies in English. i-manager's Journal of Educational Psychology, Vol. 4, No. 2, August-October 2010. https://eric.ed.gov/?id=EJ1102270

q2 · i? · causal · r1

Rotational group experiment: the control group of 40 standard-X students was tested after conventional teaching and again after co-operative learning treatment. The article reports "null hypothesis is rejected at 0.05 levels" for this contrast (Table 4).

"The calculated 't' value is (32.62) greater than table value (1.96). Hence null hypothesis is rejected at 0.05 levels."

Singaravelu 2010 (2)¶

G. Singaravelu. (2010). Impact of Co-operative Learning Strategies in English. i-manager's Journal of Educational Psychology, Vol. 4, No. 2, August-October 2010. https://eric.ed.gov/?id=EJ1102270

q2 · i? · causal · r1

Descriptive means from the same rotational group design: the control group's post-test mean rose from 8.68 (conventional) to 19.12 (co-operative learning), reported as descriptive support without an effect size.

"Post-test of control group scored through conventional method is 8.68 and the same group scores more mean 19.12 in treatment of cooperative learning."

Discussion¶

Related Claims¶

• Conventional grammar teaching produced no significant pre-to-post change in the control group — related
• The experimental group improved significantly from pre-test to post-test after co-operative learning — related
• VIII standard students taught English grammar with mind mapping showed significantly higher gain scores than control-group students taught by the conventional method — related
• The control group showed no significant pre-test to post-test difference under conventional teaching — related