Students in Cooperative TGT classrooms learned to socialise while learning mathematics and became more active learners¶

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

Subclaims¶

q2 i? The article reports that students in cooperative TGT classrooms learned to socialise while learning mathematics and shared their understanding with team members and peers. → Veloo 2016

Evidence¶

Veloo 2016¶

Veloo, A., Md-Ali, R., & Chairany, S. (2016). Using Cooperative Teams-Game-Tournament in 11 Religious School to Improve Mathematics Understanding and Communication. Malaysian Journal of Learning and Instruction, 13(2), 97-123. https://eric.ed.gov/?id=EJ1134733

q2 · i? · causal · r2

Authors' interpretive conclusion from the intervention study at the religious school in Riau, contrasting TGT students with conventional-approach students described as more individualistic and reserved. No effect size or test statistic is printed for this social outcome.

"Students in the cooperative TGT classrooms, however, had learned to socialise while learning mathematics. They no longer only concentrated on their own learning but instead shared their mathematics understanding with their team members as well as their other classroom peers."

Discussion¶

Related Claims¶

• Cooperative TGT significantly improves Grade 11 students' mathematics communication compared with conventional teaching — related
• Cooperative TGT significantly improves Grade 11 students' mathematics understanding compared with conventional teaching over a five-week intervention — related
• Mathematics understanding and communication gains from Cooperative TGT were not sustained after the intervention was withdrawn — related
• TGT produced significant positive shifts on two of sixteen mathematics-attitude statements in the experimental group — related
• The TGT experimental group significantly outperformed the lecture-based control group on the mathematics posttest — related
• Grade VIII students taught mathematics with the TGT web-based game technique showed a significant pretest-to-posttest achievement gain over three weeks — related
• In secondary-school research, cooperative learning beat frontal teaching in 68% of comparisons, with STAD most and Jigsaw least successful — related
• In school studies, cooperative and peer-learning methods that reward groups on every member's individual learning raised achievement more than methods without such rewards — related