Efficacy of the Cooperative Learning Method on Mathematics Achievement and Attitude: A Meta-Analysis Research

Abstract

This research compiles experimental studies from 1988 to 2010 that examined the influence of the cooperative learning method, as compared with that of traditional methods, on mathematics achievement and on attitudes towards mathematics. The related field was searched using the following key words in Turkish "matematik ve işbirlikli öğrenme, kubaşık öğrenme, işbirlikçi öğrenme" and in English "cooperative learning and mathematics, meta-analysis." This study covered reports, articles published in refereed journals, and MA and Ph.D. theses. For the international literature review, advanced databases, such as ProQuest Digital Dissertations, EBSCO, and Eric, were mined. A total of 26 studies (n = 36) were considered in the meta-analysis. The effect size for cooperative learning on academic achievement was found to be d ++ = 0.59 (95% CI: 0.38 between 0.80) and the effect size for cooperative learning on attitudes towards mathematics was found to be d++ = 0.16. In terms of achievement, the effect size was found to be medium, positive, and significant, but for attitude, it was small, positive, and significant. As a result, cooperative learning was reported to be a more successful method than the traditional method with regard to both achievements and attitudes.

The Effect of Multiple Intelligences Theory-Based Education on Academic Achievement: A Meta-Analytic Review

“…Additionally, even though a significant difference was seen in relation to effect size grouped according to educational level, the meta-analysis literature mostly shows that no significant difference between educational level in relation to the effect sizes of applying various other methods of instruction in classrooms (e.g., Batdı, 2014;Camnalbur & Erdoğan, 2008;Gözüyeşil & Dikici, 2013;Kablan et al, 2013;Kaşarcı, 2013;Okursoy, 2009;Özdemirli, 2011;Şahin, 2005). Very few studies are also seen to report a significant difference between educational levels in the related literature (e.g., Çapar & Tarım, 2015;Nunnery, Chappell, & Arnold, 2013). Therefore, the reasons underlying the difference between educational levels in the current meta-analysis are recommended for deeper examination so as to reach a better understanding regarding the effect of MIT-based education on students' academic achievement in terms of this variable.…”

The Effect of Collaborative Learning Approach on Students’ Academic Achievement in Turkish Courses in Turkey: A Meta-Analysis Study

“…1980 ila 1996 yılları arasında gerçekleştirilmiş olan toplam 37 araştırmanın etki büyüklüklerinin hesaplandığı çalışmada iş birlikli öğrenme yaklaşımının geleneksel öğretim yöntemlerine göre Kimya dersi akademik başarısı üzerinde orta düzeyde bir etkiye sahip olduğu tespit edilmiştir (d=0,51). Çapar ve Tarım (2015) ise iş birlikli öğrenme yaklaşımının Matematik dersi akademik başarısı üzerindeki etkisini inceleyen 1998 ila 2009 yılları arasında gerçekleştirilen toplam 26 araştırmayı meta-analiz yöntemiyle incelemiştir. Gerçekleştirilen analizler sonucunda iş birlikli öğrenme yaklaşımının Matematik dersi akademik başarısı üzerinde orta düzeyde bir etkiye sahip olduğu sonucuna ulaşılmıştır (d=0.59).…”

Reimagine E-learning: a proposal for a 21st learning framework

“…"Distance learning has made possible several innovative means to include Cooperative learning in virtual pedagogical settings" [34]. [13,17,[33][34][35][36][37] Distance learning "Some authors will provide either no clear definition or a very vague reference to other terms such as online course/learning, web-based learning, web-based training, learning objects or distance learning believing that the term can be used synonymously" [2]. " [It] can be integrated into different learning situations, where distance equals either space or time; it can be a complement or a supplement to non-remote situations such as classroom or regular campus situations" [38].…”