The effect of cooperative learning on mathematics achievement differs significantly by implemented technique, with multiple intelligence-assisted and STAD techniques largest¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Between-group homogeneity testing shows a statistically significant difference in effect sizes across cooperative learning techniques (QB=24,996, p=0,000), with multiple intelligence-assisted technique and STAD having the maximum effect. → Turgut 2018

Evidence¶

Turgut 2018¶

Turgut, S., & Gülşen Turgut, İ. (2018). The Effects of Cooperative Learning on Mathematics Achievement in Turkey: A Meta-Analysis Study. International Journal of Instruction, 11(3), 663-680. https://doi.org/10.12973/iji.2018.11345a

q3 · i? · quant-synthesis · r2

Moderator analysis across seven technique categories reported in Table 4. The between-groups homogeneity test yielded "Q B=24,996, p=0,000", exceeding the critical value of 12,592 for 6 degrees of freedom; the authors report the difference among techniques as statistically significant.

"It is seen that Q value is larger than the critical value that corresponds to 6 degree of freedom in chi -square table (Q B=24,996, p=0,000). Regarding this, there is a statistically significant difference between groups in terms of implemented cooperatio n technique."

Turgut 2018 (2)¶

Turgut, S., & Gülşen Turgut, İ. (2018). The Effects of Cooperative Learning on Mathematics Achievement in Turkey: A Meta-Analysis Study. International Journal of Instruction, 11(3), 663-680. https://doi.org/10.12973/iji.2018.11345a

q3 · i? · quant-synthesis · r2

In the same Table 4 analysis, multiple intelligence-assisted cooperative technique (ES=1,179) and STAD (ES=1,113) showed the largest average effects; learning together (ES=0,953) and cluster-assisted individualization (ES=0,814) followed. The discussion notes STAD was also effective in Çapar and Tarım (2015).

"According to the findings, multiple intelligence-assisted cooperative technique and STAD have the maximum effect on mathematics achievement. According to Cohen et al. (2007) the calculated effect size values of these two techniques have a large level of effect."

Discussion¶

Related Claims¶

• Achievement effects do not differ significantly across cooperative learning techniques; unstructured and STAD show the highest point estimates — reports the opposite
• The application approach (which student-centred method or technique is used) significantly moderates the effect size, with Activities Based on Multiple Intelligences and Educational Games showing the largest effects — related
• Application period, publication type, database, grade level, scale used, school starting age, country and sample size do not significantly moderate the effect of student-centred methods on mathematics achievement — related
• The effect of cooperative learning on mathematics achievement does not differ significantly by educational level — related
• The effect of cooperative learning on mathematics achievement differs significantly by learning domain, with geometry showing the largest effect — related
• The effect of cooperative learning on mathematics achievement does not differ significantly by implementation period — related