Cooperative learning significantly reduced bullying among marginalized (low-engagement) middle school students in a cluster randomized trial¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 In intervention schools, bullying at follow-up was significantly lower among low-engagement students, with a significant intervention-by-engagement interaction (effect size .37). → 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 · i2 · causal · r2

Cluster randomized trial of 15 rural middle schools (N = 1,460 7th graders) using linear mixed models with intervention-by-baseline-engagement interactions. Table 3 reports the bullying interaction B = .09 (SE .04), p < .05, effect size .37, described as "moderate to large."

"Intervention*Engagement (baseline) .09 (.04) p < .05 .37"

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 showed no significant main effect on bullying across the full sample — related
• Cooperative learning significantly reduced victimization among marginalized middle school students — related
• Cooperative learning significantly reduced perceived stress among marginalized middle school students — related
• Cooperative learning is associated with greater peer acceptance and cross-group friendships and has been shown to reduce bullying and perceived stress among marginalized students — a broader claim this one bears on