The cooperative learning program showed no significant effect on language achievement in fourth-grade students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In language, there was no significant effect of the cooperative learning methodology (F=0.27, p=0.599) or of cognitive style (F=0.614, p=0.544) on post-test scores. → Mery Luz Vega; Christian Hederich M 2015

Evidence¶

Mery Luz Vega; Christian Hederich M 2015¶

Mery Luz Vega; Christian Hederich M. (2015). The Impact of a Cooperative Learning Program on the Academic Achievement in Mathematics and Language in Fourth Grade Students and its Relation to Cognitive Style. New Approaches in Educational Research 4(2), 84-90. https://doi.org/10.7821/naer.2015.7.124

q2 · i? · causal · r1

ANCOVA on language post-test with language pretest as covariate in the same 76-student quasi-experiment; the model explained 23.5% of post-test variance but the GROUP effect was not significant. The control group's post-test mean (8.4) was slightly higher than the experimental group's (8.0), a non-significant difference (t=0.58; p=0.56).

"It is possible to observe in Figure 4 that in language there was no significant effect of cooperative learning methodology (F= 0,27; p =0,599), or of the cognitive style (F= 0,614; p=0,544)."

Discussion¶

Related Claims¶

• A cooperative learning program produced significantly higher mathematics achievement than traditional teaching in fourth-grade students — related
• Cooperative learning benefited all three cognitive style groups equally in mathematics, with no interaction between methodology and cognitive style — related
• In language, a significant methodology-by-cognitive-style interaction emerged, apparently favoring field independent students — related
• Before intervention, mathematics performance differed by cognitive style, with field independent students scoring highest and field dependent students lowest — related