Cooperative learning gains were large for observation and interpretation but small for analysis in 4th graders¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 Comparing gains between groups, the standardized effect size was large for Observation (r = .55) and Interpretation (r = .63), small for Analysis (r = .13), and medium for Argumentation (r = .31). → Silva 2022

Evidence¶

Silva 2022¶

Silva, H., Lopes, J., Dominguez, C., & Morais, E. (2022). Think-Pair-Share and Roundtable: Two Cooperative Learning Structures to Enhance Critical Thinking Skills of 4th Graders. International Electronic Journal of Elementary Education, 15(1), 11-21. https://doi.org/10.26822/iejee.2022.274

q2 · i3 · causal · r2

Between-group comparison of pre-to-post gains per CTTBE skill in the same quasi-experiment (experimental N = 24, control N = 17). The article reports effect sizes "large for Observation (r = .55) and Interpretation ( r = .63), small for Analysis (r = .13)".

"This one revealed to be large for Observation (r = .55) and Interpretation ( r = .63), small for Analysis (r = .13), and medium for Argumentation (r = .31)."

Discussion¶

Related Claims¶

• Cooperative learning with Think-Pair-Share and RoundTable was followed by larger critical thinking gains than traditional teaching in 4th graders, in a two-class quasi-experiment — related
• Collaborative Learning Improves Outcomes — related
• Argumentation quality is associated with denser co-occurrence of scientific reasoning and self-regulation processes — related
• Cooperative learning reduced disparities between students' critical thinking scores, with lower performers gaining most — related