Cooperative learning has a small, positive, significant effect on attitudes towards mathematics (d++ = 0.16)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i0 negligible
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Across the studies measuring attitudes, the combined effect size of cooperative learning on attitudes towards mathematics was small (d+ = 0.16; n = 10 comparisons). → Gulfer Capar 2015

Evidence¶

Gulfer Capar 2015¶

Gulfer Capar, Kamuran Tarim. (2015). Efficacy of the Cooperative Learning Method on Mathematics Achievement and Attitude: A Meta-Analysis Research. Educational Sciences Theory & Practice. https://doi.org/10.12738/estp.2015.2.2098

q3 · i0 · quant-synthesis · r1

Random-effects synthesis of the attitude comparisons included in the meta-analysis; the article reports the general effect size was "low ( d+ = 0.16; n = 10)". The abstract describes the attitude effect as small, positive, and significant.

"When the effect of cooperative learning on attitudes towards mathematics was taken into consideration, it was seen that the general effect size was low ( d+ = 0.16; n = 10)."

Discussion¶

Related Claims¶

• Cooperative learning produces a medium, positive, significant effect on mathematics achievement compared with traditional methods (d++ = 0.59) — related
• No significant relative pre–post changes for attitudes toward collaborative learning, overall teamwork, or remaining teamwork subscales — related