In language, a significant methodology-by-cognitive-style interaction emerged, apparently favoring field independent students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The language ANCOVA showed a significant GROUP * CS interaction (F=3.319, p=0.043), and the authors interpret that cooperative learning apparently benefited field independent participants, did not help field dependents, and had no effect on intermediates. → Mery Luz Vega; Christian Hederich M 2015

Evidence¶

Mery Luz Vega; Christian Hederich M 2015¶

Mery Luz Vega; Christian Hederich M. (2015). The Impact of a Cooperative Learning Program on the Academic Achievement in Mathematics and Language in Fourth Grade Students and its Relation to Cognitive Style. New Approaches in Educational Research 4(2), 84-90. https://doi.org/10.7821/naer.2015.7.124

q2 · i? · causal · r1

In the language post-test ANCOVA (Table 2), the GROUP * CS interaction was significant (F=3.319, p=0.043) even though the main effects were not. The authors' interpretation, offered cautiously with 'Apparently', is that field independents gained most.

"Apparently cooperative learning benefits field independent participants in this area. It did not help the dependent field and had no effect on intermediates."

Discussion¶

Learner Variables¶

• Learning-Style Preferences — moderator: an effect differed by reported style in this study; matching to style is not supported overall

Related Claims¶

• Cooperative learning benefited all three cognitive style groups equally in mathematics, with no interaction between methodology and cognitive style — related
• The cooperative learning program showed no significant effect on language achievement in fourth-grade students — related
• A cooperative learning program produced significantly higher mathematics achievement than traditional teaching in fourth-grade students — related