Students taught with the Learning Together technique retained significantly more psychology knowledge on a delayed test than lecture-taught students¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i2 medium
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 On the retention test in the fourteenth week, the experimental group (M = 76.31, SD = 4.40) significantly outscored the control group (M = 65.87, SD = 5.73), with a printed ES of 0.51. → Tran 2014

Evidence¶

Tran 2014¶

Tran, V. D. (2014). The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention. International Journal of Higher Education, 3(2). https://doi.org/10.5430/ijhe.v3n2p131

q3 · i2 · causal · r1

Delayed retention test administered in the fourteenth week to the same two intact classes; instruction lasted eight weeks and the posttest was given in the tenth week. The t-test showed "a significant difference (t (108) = 10.71, p = .000)" with a printed mean difference of 10.44 and ES = 0.51.

"Results of the t-test analysis on the psychology delay test scores showed a significant difference (t (108) = 10.71, p = .000) between the experimental group (M = 76.31, SD = 4.40) and the control group (M = 65.87, SD = 5.73)"

Discussion¶

Related Claims¶

• Students taught with the Learning Together technique achieved significantly higher psychology posttest scores than students taught by lecture-based teaching — related
• Eighth-standard students taught mathematics through cooperative learning achieved higher gain scores than control-group students taught by lecture method — related