Teaching electrochemical cells via STAD cooperative learning combined with models raises undergraduate achievement more than STAD alone or traditional teaching¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Post-test achievement of the cooperative learning with models group (CLMG) was significantly higher than both the STAD-only group and the control group after ANCOVA adjustment. → 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 · i2 · causal · r2

Quasi-experimental pretest-posttest non-equivalent comparison-group study with 70 first-year science teacher education students in three groups (CLMG N=24, CLG N=24, CG N=22). ANCOVA with pre-EcAT as covariate showed a significant group difference, "F (2,66) =7.459", with effect size f = 0.47 interpreted as high.

"Analysis results in Table 3 showed that there was a statistically significant difference between mean post ECAT scores of the study groups (F (2,66) =7.459; p < .05). In addition, the calculated effect size value (f = 0.47) was interpreted as the effect of the experimental application was high (f > 0.4)."

Discussion¶

Related Claims¶

• A cooperative learning program produced significantly higher mathematics achievement than traditional teaching in fourth-grade students — related
• 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
• STAD cooperative learning alone and traditional teaching have approximately equal effects on undergraduate achievement in electrochemical cells — related
• Misconceptions about matter collecting or deficit on electrode parts are less frequent in the STAD-with-models group than in the other groups — related
• Web-based STAD cooperative learning produces significantly higher cognitive study outcomes than text-based STAD in an Organizational Behavior course — related
• In secondary-school research, cooperative learning beat frontal teaching in 68% of comparisons, with STAD most and Jigsaw least successful — a broader claim this one bears on
• Structured and ill-structured mCSCL teaching methods show similar effects; competitive methods (TGT, STAD) were not significant — related