Cooperative Learning and Literacy: A Meta-Analytic Review

Puzio, Kelly; Colby, Glenn T.

doi:10.1080/19345747.2013.775683

Cited by 65 publications

(41 citation statements)

References 38 publications

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“…Cooperative learning activities have been found to have a positive effect on students’ vocabulary, comprehension, and reading achievement, particularly struggling readers’ (Puzio & Colby, ). The collaborative nature of our approach to project‐based learning lends itself to increased interaction among students.…”

Section: Key Characteristics Of Project Place Curriculummentioning

confidence: 99%

Realizing the Promise of Project‐Based Learning

Revelle¹,

Wise²,

Duke³

et al. 2019

The Reading Teacher

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Section: Key Characteristics Of Project Place Curriculummentioning

confidence: 99%

Realizing the Promise of Project‐Based Learning

Revelle¹,

Wise²,

Duke³

et al. 2019

The Reading Teacher

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“…The element of nonindependence in quasirandom designs can cause variance calculations to underestimate the actual variance, leading to overestimates for significance levels and for the weight that each study is assigned (41). To correct for this element of nonindependence in quasirandom studies, we used a cluster adjustment calculator in Microsoft Excel based on methods developed by Hedges (40) and implemented in several recent metaanalyses (42,43). Adjusting for clustering in our data required an estimate of the intraclass correlation coefficient (ICC).…”

Section: Iii)mentioning

confidence: 99%

Active learning increases student performance in science, engineering, and mathematics

Freeman

Eddy

McDonough

et al. 2014

Proc. Natl. Acad. Sci. U.S.A.

6,609

178

4,541

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To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes-although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.constructivism | undergraduate education | evidence-based teaching | scientific teaching L ecturing has been the predominant mode of instruction since universities were founded in Western Europe over 900 y ago (1). Although theories of learning that emphasize the need for students to construct their own understanding have challenged the theoretical underpinnings of the traditional, instructorfocused, "teaching by telling" approach (2, 3), to date there has been no quantitative analysis of how constructivist versus exposition-centered methods impact student performance in undergraduate courses across the science, technology, engineering, and mathematics (STEM) disciplines. In the STEM classroom, should we ask or should we tell?Addressing this question is essential if scientists are committed to teaching based on evidence rather than tradition (4). The answer could also be part of a solution to the "pipeline problem" that some countries are experiencing in STEM education: For example, the observation that less than 40% of US students who enter university with an interest in STEM, and just 20% of STEM-interested underrepresented minority students, finish with a STEM degree (5).To test the efficacy of constructivist versus exposition-centered course designs, we focused on the design of clas...

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“…The attention to task design, or "engineering", and to promoting verbal interactions has led to the elaboration of various group work structures such as the seminal "Jigsaw" (Aronson, Blaney, Stephan, Sikes, & Snapp, 1978) and "Teams-Games-Tournaments" (TGT) (De Vries & Slavin, 1978), that allowed operationalization, empirical testing and refinement of the cooperative learning conditions. Numerous empirical studies comparing cooperative conditions with competitive or individual conditions have found significant effects on learning in favour of cooperation (see Slavin, 2003, Johnson & Johnson, 2009and Puzio & Colby, 2013. These conclusions echo those of recent meta-analyses in writing instruction showing strong effect sizes for the peer assistance condition found in collaborative writing settings (Graham & Perin, 2007;Koster et al, 2015).…”

Section: Cooperation (Cooperative Interactions)mentioning

confidence: 65%

Improving the mastery of relative clause in French L1 secondary classes: the effects of an intervention based on verbal interactions on written syntactic structures

Arseneau¹,

Foucambert²,

Lefrançois³

2018

L1 Educational Studies in Language and Literature

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Using the accurate relative pronoun (RP) in a formal writing task in French presents challenges for writers since they seem to be influenced by forms used in the popular oral variety of French which are far from the linguistic norm (Blanche-Benveniste, 2010). Studies describing the teaching of the relative clause (RC) in the secondary classroom have highlighted the problems encountered by students not only with handling this grammatical object, but also with using their grammatical knowledge in revising their text (Dolz & Schneuwly, 2009). However, to our knowledge, no study has yet been conducted to conceive and test an intervention for teaching RCs in French L1 classes. Based on theoretical and empirical work converging toward the fostering of sustained verbal interactions throughout grammatical and revision instruction, a series of lessons was implemented with 52 grade nine students enrolled in a French course (Montreal, Canada). Pretest and posttest texts were analysed in terms of RC frequency, usage and accuracy. While no difference was found in the general frequency of RCs, results show a significant increase in the use of complex RPs. Students, especially the weaker ones, also make significantly fewer mistakes overall on RPs and also on complex RPs. These results could indicate that certain structures associated with complexity and formal register are used more frequently and more accurately during written production after our intervention. Our results contribute to the ongoing discussion on the complementarity between direct grammar instruction and writing and revision instruction and their positive impact on students' syntactic constructions in texts.

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Cooperative Learning and Literacy: A Meta-Analytic Review

Cited by 65 publications

References 38 publications

Realizing the Promise of Project‐Based Learning

Realizing the Promise of Project‐Based Learning

Active learning increases student performance in science, engineering, and mathematics

Improving the mastery of relative clause in French L1 secondary classes: the effects of an intervention based on verbal interactions on written syntactic structures

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