The effect of cooperative learning on mathematics achievement does not differ significantly by educational level¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2018 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Between-group homogeneity testing finds no statistically significant difference in effect sizes across educational levels (QB=6,521, below the critical value of 7,815 for 3 degrees of freedom). → 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 elementary, middle, higher and undergraduate levels reported in Table 5 (elementary ES=0,729; middle school ES=1,046; higher school ES=0,295; undergraduate ES=0,991). The between-groups test did not exceed the critical value, so no significant difference was detected (Table 5: QB=6,521, p=0,089); equivalence was not tested. The article's prose repeats the figures "QB=24,996, p=0,000" here, which are the technique moderator's values from Table 4, not the educational-level result.
"The inter-groups homogeneity value (QB) in terms of educational level was calculated as 6,521. The critical value of 3 degree of freedom is 7,815 in chi -square table at 95% significance level. [...] Regarding this, there is not a statistically significant difference between groups in terms of educational level."
Discussion¶
Related Claims¶
- The effect of cooperative learning on mathematics achievement does not differ significantly by implementation period — 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 differs significantly by implemented technique, with multiple intelligence-assisted and STAD techniques largest — related
- Effectiveness of educational materials does not differ significantly across educational levels (primary, secondary, university) — related
- The effect of games on mathematics achievement differs significantly by educational level, with maximum effect at higher school and minimum at middle school — related
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