Students taught with a cooperative learning strategy scored significantly higher on laboratory reports than students taught with an individualistic strategy in a general chemistry laboratory course¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2011 · 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? After application of the cooperative strategy, the cooperative group's mean report score (89.91) was significantly higher than the individualistic group's (79.75), t = 11.63, p = 7.8 x 10^-6. → Tawfik A. Saleh 2011
Evidence¶
Tawfik A. Saleh 2011¶
Tawfik A. Saleh. (2011). Statistical Analysis of Cooperative Strategy Compared with Individualistic Strategy: An Application Study. The Journal of Effective Teaching, 11(1), 19-27. https://www.uncw.edu/jet/
q2 · i? · causal · r1
Post-application comparison of laboratory report scores between the cooperative (experimental) and individualistic (control) groups in the general chemistry laboratory; Table 3 reports t-calculated 11.63 exceeding t-tabulated 1.96 with p = 7.8 x 10^-6, statistically significant. The cooperative group "obtained a higher mean score of 89.91".
"The experimental group ob- tained a higher mean score of 89.91 as compar ed with the mean of 79.75 for the control group. The difference between the means scores of both groups is sign ificant."
Discussion¶
Related Claims¶
- Before the cooperative strategy was applied, the experimental and control groups showed no significant difference in laboratory report scores — related
- The cooperative group scored significantly higher than the individualistic group on the final semester examination in the general chemistry laboratory course — related
- Students in the cooperative group reported positive perceptions of cooperative learning, with 90% wanting to help, get help, and mutually discuss experiments with partners — related
- Jigsaw cooperative learning produced higher laboratory material recognition post-test scores than traditional instruction in General Physics Laboratory-I — related
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