Cooperative learning showed no significant main effect on bullying across the full sample¶

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

Subclaims¶

q3 i? In a post-hoc analysis, the main effect of the intervention on bullying was not significant (B = −.06, SE = .04, ns). → Van Ryzin 2018

Evidence¶

Van Ryzin 2018¶

Van Ryzin, M. J., & Roseth, C. J. (2018). Cooperative Learning in Middle School: A Means to Improve Peer Relations and Reduce Victimization, Bullying, and Related Outcomes. Journal of Educational Psychology, 110(8), 1192-1201. https://doi.org/10.1037/edu0000265

q3 · i? · causal · r2

Post-hoc exploratory analysis in the cluster randomized trial tested the intervention main effect on bullying; the printed result was B = −.06, SE = .04, non-significant, with no effect size reported.

"Finally, in a post-hoc analysis (discussed in more detail below), we evaluated the main effect of the intervention on bullying; it was not significant (B = −.06, SE = 04, ns)."

Discussion¶

Learner Variables¶

• Safety — outcome: instruction changes it

Related Claims¶

• Cooperative learning reduced emotional problems and increased peer relatedness for all students, not only marginalized students — related
• Cooperative learning significantly reduced bullying among marginalized (low-engagement) middle school students in a cluster randomized trial — related