Cooperative learning produces a medium, positive, significant effect on mathematics achievement compared with traditional methods (d++ = 0.59)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2015 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 Across 26 studies (36 comparisons, 1988–2010), the random-effects combined effect size of cooperative learning on mathematics achievement was d++ = 0.59 (95% CI 0.38–0.80), a medium effect under Cohen's classification. → 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 · i2 · quant-synthesis · r2

Meta-analysis of 26 experimental studies (n = 36 comparisons) from 1988–2010 with pre/post-test and control or equated group designs, computed with MetaWin 2.0 under a random effects model. The combined effect size was "the effect size mean ES = 0.59", classified as medium per Cohen (1988).

"In general, according to the random effect size model, the upper limit of the confidence interval was found to be 0.80, the lower limit was 0.38 and the effect size mean ES = 0.59. This indicated that the cooperative learning method was more influential than the traditional learning method for academic achievement."

Discussion¶

Related Claims¶

• Mathematical modelling produces a moderate positive effect on high school and college students' mathematics achievement compared with traditional instruction — related
• Student-centred strategies, methods and techniques produce a moderate-to-high overall effect on primary school students' mathematics achievement compared to traditional teaching (ES = 0.787, random-effects model) — a broader claim this one bears on
• Cooperative learning has a medium positive effect (0.89) on vocational high school students' mathematics learning outcomes compared with conventional learning — related
• Cooperative and collaborative learning show larger achievement effects than problem-based and peer-led team learning in engineering and technology classrooms — related
• Cooperative learning has a small, positive, significant effect on attitudes towards mathematics (d++ = 0.16) — related
• Small-group learning methods produce a moderate positive overall effect on college students' achievement in undergraduate engineering and technology classrooms compared with lecture-based and individualized instruction — related
• Cooperative learning has a medium positive effect on mathematics achievement in Turkey (average ES = 0.840, random-effects model) — possibly the same claim (merge candidate)
• Flipped classrooms in higher education show a medium overall positive effect on student outcomes compared with traditional lecture-based classrooms — related