Descriptive post-test means showed cooperative learning students scoring substantially higher than control students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The mean post-test achievement score of cooperative learning students was higher than that of conventional-approach students. → Inuwa 2017

Evidence¶

Inuwa 2017¶

Inuwa, U., Abdullah, Z. & Hassan, H. (2017). Assessing the Effect of Cooperative Learning on Financial Accounting Achievement among Secondary School Students. International Journal of Instruction, 10(3), 31-46. https://doi.org/10.12973/iji.2017.1033a

q3 · i? · causal · r2

Descriptive statistics (Table 2) for post-test scores of the two groups, N = 60 each; the article reports the means and standard deviations and calls the difference significant, with no separate effect size in this sentence.

"the mean achievement score of students who were exposed to the cooperative learning approach (M = 67.87, SD = 3.239) was significantly better than the mean achievement score of students who were exposed to the conventional approach (M = 48.13, SD = 4.264)."

Discussion¶

Related Claims¶

• SSII students taught trigonometry with concept mapping or cooperative learning achieved significantly higher post-test scores than students taught with conventional methods — possibly the same claim (merge candidate)
• Scheffe post-hoc comparisons ranked concept mapping highest, followed by cooperative learning, then conventional teaching, with all pairwise differences significant — a broader claim this one bears on
• Group learning produced significantly higher mathematics achievement than conventional teaching among rural grade-nine students after a 15-week intervention — related
• Grade 10 learners taught financial mathematics with a group approach significantly outperformed learners taught with conventional non-group instruction — related