STAD cooperative learning alone and traditional teaching have approximately equal effects on undergraduate achievement in electrochemical cells¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The corrected post-test scores of the STAD-only group (CLG) and the traditionally taught control group (CG) did not differ significantly. → Ataman Karaçöp 2016

Evidence¶

Ataman Karaçöp 2016¶

Ataman Karaçöp. (2016). Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students' Understanding of Electrochemical Cells. International Education Studies, 9(11). https://doi.org/10.5539/ies.v9n11p104

q2 · i? · causal · r1

Bonferroni multiple comparison follow-up to the ANCOVA on post-EcAT scores of the 70-student quasi-experiment found no significant difference between CLG and CG (mean difference 5.955, p > .05); equivalence was not tested.

"Whereas, it was seen that there was not a difference between post EcAT corrected scores of the other two study groups (mean difference between CLG and CG is 5.955; p > .05)."

Discussion¶

Related Claims¶

• The three study groups differed significantly in prior knowledge of electrochemical cells before instruction, with the CLMG group starting highest — related
• Students in all three instructional groups hold the misconception that no ions pass through the salt bridge to maintain load balance in a working electrochemical cell — related
• Teaching electrochemical cells via STAD cooperative learning combined with models raises undergraduate achievement more than STAD alone or traditional teaching — related
• Web-based STAD cooperative learning produces significantly higher cognitive study outcomes than text-based STAD in an Organizational Behavior course — related