The effect of cooperative learning did not differ statistically by teaching style, outcome type, publication quality, bias status, or report type¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Between-group tests for cooperative learning model (computer-supported vs face-to-face), outcome type, quality, bias status, and report type were non-significant. → 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 · i? · quant-synthesis · r2

Moderator analyses in Table 2 for these five variables showed non-significant Q-between tests (e.g., CLM Q=1.58, p=.21; outcome type Q=.16, p=.69; quality Q=.35, p=.55). No effect sizes are printed for these contrasts.

"In addition, it was observed that the average effect sizes of meta-analysis studies did not differ statistically according to CLM, learning outcome type, quality level, publication bias status, and basic research type."

Studies bearing on this claim¶

Does the effect differ by setting, outcome or learner? This table gathers the studies behind this claim and the 4 narrower claims that bear on it: 3 distinct studies (1 quant-synthesis, 1 review, 1 causal), q2–q3, 2 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Study	Design	Effect as recorded	Bears on this claim through
Öztürk 2023	q3 · quant-synthesis · r2	i?; i2	this claim; The effect of cooperative learning differs by the location of the meta-analysis studies, w (qualifies)
Blosser 1993	q2 · review · r3	i?	Cooperative learning shows benefits for gifted and high-ability students, though long-term (qualifies)
Özgür Tutal 2026	q2 · causal · r1	i2; i?	CCCT participation improved prospective teachers' attitudes towards cooperativeness (g = 0 (qualifies); Prospective teachers' qualitative feedback credited CCCT with communication, teamwork and (qualifies)

Discussion¶

Cooperative learning models have a moderate average effect on student learning outcomes across 23 first-order meta-analyses — related
Seven moderators did not significantly affect CALL feedback: intervention length, modeling, status, language proficiency, measures of proficiency, publication type, and research setting — related
Small-group learning improves undergraduate STEM achievement — related
A program is said to have an effect when the difference between program and non-program groups is statistically significant — related
Several candidate moderators show no reliable effects: retention interval, test type, presentation mode, and publication status — related
Type of achievement measure moderates the correlation only when laboratory measures are excluded; course-exam correlation drops to r = .04 — related
Meta-analysis offers additional strengths of increased statistical power, moderator analyses, and model testing — a broader claim this one bears on
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 — related
Study quality (risk of bias) and publication year do not moderate the attitude–proficiency association — related
No coded study characteristics moderated the emotion–political learning associations in Bayesian regularized meta-analysis — related

Page metadata

Field	Value
`type`	`claim`
`id`	`cooperative-learning-nonsignificant-moderators`
`title`	`The effect of cooperative learning did not differ statistically by teaching style, outcome type, publication quality, bias status, or report type`
`description`	`The effect of cooperative learning did not differ statistically by teaching style, outcome type, publication quality, bias status, or report type`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2023`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-02`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `öztürk-2023`

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