Cooperative learning models have a moderate average effect on student learning outcomes across 23 first-order meta-analyses¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The second-order meta-analysis of 23 meta-analyses produced an average effect size of ES=.73 (LL=.60, UP=.85), characterized as moderate. → Öztürk 2023

Evidence¶

Öztürk 2023¶

Öztürk, B. (2023). The Effect of Cooperative Learning Models on Learning Outcomes: A Second-Order Meta-Analysis. Educational Policy Analysis and Strategic Research, V18, N3. https://doi.org/10.29329/epasr.2023.600.13

q3 · i2 · quant-synthesis · r2

Second-order meta-analysis combining 23 first-order meta-analyses (684 primary studies) under a random effects model. The pooled average effect size was "ES=.73 (LL=.60 UP=.85)", described as moderate; individual meta-analysis effect sizes ranged from .23 to 2.55.

"The total number of primary studies covered by the meta-analysis studies that make up the data set is 684—the effect sizes of the meta-analysis studies that make up the data set range from ES=.23 to ES=2.55. The average effect size produced by the data set was ES=.73 (LL=.60 UP=.85). The effect of cooperative learning models on learning outcomes is moderate."

Discussion¶

Related Claims¶

• Cooperative Learning Improves Achievement — the general claim this finding bears on, with the studies behind it
• The effect of cooperative learning differs by the location of the meta-analysis studies, with single-country studies showing higher effects than mixed-country studies — a narrower finding that bears on this claim
• The effect of cooperative learning did not differ statistically by teaching style, outcome type, publication quality, bias status, or report type — related
• In school studies, cooperative and peer-learning methods that reward groups on every member's individual learning raised achievement more than methods without such rewards — related
• Data Element 1107 (Method of Instruction) shows three deficiencies: higher-education bias, non-descriptive morphology, and no stated relation between instructional methods and learning outcomes — related
• Individualized instruction shows low effects compared to cooperative and collaborative learning — related