Cooperative learning reduced test anxiety relative to lecture-based teaching¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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? The experimental group scored significantly lower than the control group on test anxiety at post-test. → Tran 2019
Evidence¶
Tran 2019¶
Van Dat Tran. (2019). Does Cooperative Learning Increase Students' Motivation in Learning? International Journal of Higher Education, 8(5), 12. https://doi.org/10.5430/ijhe.v8n5p12
q2 · i? · causal · r1
Post-test independent t-test (n = 36 per group) on the affective component: the cooperative learning group's mean test anxiety (2.71, SD .49) was lower than the control group's (3.12, SD .52), t = 3.65, p = .040. No effect size is printed.
"Test anxiety 2.71 .49 3.12 .52 3.65 .040*"
Discussion¶
Learner Variables¶
- Academic Anxiety — outcome: instruction changes it
- Affect Regulation — outcome: instruction changes it
Related Claims¶
- Cooperative learning produced significantly higher overall learning motivation than lecture-based teaching in a nine-week Vietnamese higher education course — related
- Eighth-standard students taught mathematics through cooperative learning achieved higher gain scores than control-group students taught by lecture method — related
- SSII students taught trigonometry with concept mapping or cooperative learning achieved significantly higher post-test scores than students taught with conventional methods — related
- Cooperative learning raised expectancy-component motivation (control of learning beliefs, self-efficacy for learning and performance) more than lecture-based teaching — related
- Cooperative learning produced significantly higher gain scores than lecture teaching for each of the knowledge, understanding and application objectives — related
- Cooperative learning raised value-component motivation (intrinsic goal orientation, extrinsic goal orientation, task value) more than lecture-based teaching — related
- No significant pre-test differences existed between the cooperative learning and lecture-based groups on any motivational component — related
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