Cooperative learning has a medium positive effect on mathematics achievement in Turkey (average ES = 0.840, random-effects model)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across 59 effect sizes from 47 Turkish studies, cooperative learning positively affected mathematics achievement with an average effect size of 0.840 under the random-effects model, a medium effect by the authors' criteria. → Turgut 2018

Evidence¶

Turgut 2018¶

Turgut, S., & Gülşen Turgut, İ. (2018). The Effects of Cooperative Learning on Mathematics Achievement in Turkey: A Meta-Analysis Study. International Journal of Instruction, 11(3), 663-680. https://doi.org/10.12973/iji.2018.11345a

q3 · i? · quant-synthesis · r2

Meta-analysis of 59 effect sizes from 47 pre-test/post-test control-group studies (2000-2017, Turkey), Hedges's g at 95% confidence, computed with MetaWin and CMA. The pooled random-effects average was "0,840 with standard error 0,080", described as a medium effect favoring cooperative learning over traditional teaching.

"The average effect size value calculated by random effect model is 0,840 with standard error 0,080. This effect size is at medium level according to Cohen et al. (2007). Regarding this, it can be said that cooperative learning positively affects mathematics achievement."

Discussion¶

Related Claims¶

• Cooperative learning produces a medium, positive, significant effect on mathematics achievement compared with traditional methods (d++ = 0.59) — possibly the same claim (merge candidate)
• Computer-Assisted Mathematics Education has a large positive overall effect on academic achievement (ES = .8999) in Turkish experimental and quasi-experimental studies — related