Cooperative learning produced significantly higher gain scores than lecture teaching for each of the knowledge, understanding and application objectives¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2012 · 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.
q2 i? Gain scores for attainment of knowledge, understanding and application objectives each differed significantly between the control and experimental groups. → K. Thiyagu 2012
Evidence¶
K. Thiyagu 2012¶
K. Thiyagu. (2012). Effectiveness of Co-operative Learning Method in Learning of Mathematics among Eighth Standard Students. i-manager's Journal on Educational Psychology, Vol. 5 No. 4, February - April 2012. https://eric.ed.gov/?id=EJ1102329
q2 · i? · causal · r1
Objective-wise analysis of the same 20-versus-20 quasi-experiment. Table 2 reports knowledge means 3.46 vs 5.00 (t = 2.13), understanding 1.78 vs 3.13 (t = 2.93), application 1.54 vs 2.61 (t = 2.23), each marked "*Significant" at the 5% level.
"It is inferred from Table 2 that there is significant difference between control and experimental group students in their gain scores for attainment of knowledge, understanding and application objectives."
Discussion¶
Related Claims¶
- Eighth-standard students taught mathematics through cooperative learning achieved higher gain scores than control-group students taught by lecture method — possibly the same claim (merge candidate)
- A cooperative learning program produced significantly higher mathematics achievement than traditional teaching in fourth-grade students — related
- The context-based instructional design produced higher post-test cognitive achievement than the existing curriculum when prior readiness was controlled — related
- The TGT group scored higher than the lecture-based control group on the mathematics posttest, a difference the authors call significant though they print only within-group pretest-posttest tests — related
- Cooperative TGT significantly improves Grade 11 students' mathematics understanding compared with conventional teaching over a five-week intervention — related
- Peer tutoring significantly improved achievement at the application level of the cognitive domain — related
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