Cooperative learning significantly reduced perceived stress among marginalized middle school students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Low-engagement students in intervention schools reported significantly lower perceived stress at follow-up, with a significant intervention-by-engagement interaction (effect size > .99). → 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 · i3 · causal · r2

In the cluster randomized trial's linear mixed models, the perceived stress interaction term was significant (B = .21, SE = .07, p < .01) with a printed effect size of > .99, the largest of the moderated outcomes in Table 3.

"Intervention*Engagement (baseline) .21 (.07) p < .01 > .99"

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
• 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
• Cooperative learning significantly reduced victimization among marginalized middle school students — related
• Students perceive peer interaction—companionship, support as a social buffer, and cooperation toward shared goals—as a key element of fun in learning — related