Does Cooperative Learning Improve Student Learning Outcomes?

By Steven Yamarik. 2007

237 citations recorded by the source corpus.

What is the effect of small-group learning on student learning outcomes in economic instruction? In spring 2002 and fall 2004, the author applied cooperative learning to one section of intermediate macroeconomics and taught another section using a traditional lecture format. He identified and then tracked measures of student learning outcomes. Using multivariate regression analysis, he found that students taught by cooperative learning achieved greater academic performance in the form of higher exam scores.

Subfields: Education

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Citations in the corpus

The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention (2014, background): “Similarly, a two-group experiment reported by Yamarik (2007), investigated the jigsaw effects on the achievement of 116 American tertiary students in a 2-semester period.”
Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics (2014, background): “Empirical research on active and collaborative learning in economics has found that students who were taught with collaborative learning techniques performed better, as measured by test grades, than a control group of non-collaborative teaching (Yamarik, 2007).”
Teaching and Assessment Methods in Undergraduate Economics: A Fourth National Quinquennial Survey (2011, background): “Despite recent attention given to cooperative and active-learning methods by economists (e.g., Yamarik 2007, Bartlett 2006, and Marburger 2005) and to alternative classroom-assessment techniques (e.g., Durden 2008 and Walstad 2006), there is still relatively little use of these practices in…”
Measuring the Academic Self-Efficacy of First-year Accounting Students (2014, background): “Prior research found that students in large classes were uncomfortable approaching their lecturers as they believed their lecturers did not know them (Cotten and Wilson, 2006; Yamarik, 2007).”
A Survey of Principles Instructors: Why Lecture Prevails (2014, background): “A third paper in economics is (Yamarik, 2007), which compared a section of intermediate macroeconomics taught with standard lecture to one taught with cooperative learning (students worked together in small groups).”
The Effects of Jigsaw Learning on Students' Attitudes in a Vietnamese Higher Education Classroom. (2012, background): “Group processing helps improve the effectiveness of the members in contributing to the shared efforts to achieve the group’s goals, via reflection on the learning process (Yamarik, 2007).”
Effects of Cooperative Learning on Students at An Giang University in Vietnam. (2012, result): “Similar findings have also been noted in recent studies (Yamarik, 2007; Kilic, 2008; Doymus, 2008a&b; Adeyemi, 2008; Sahin, 2010; Doymus, Karacop & Simsek, 2010; Bertucci, Conte, Johnson, & Johnson, 2010; Slavin, 2011) which report that students in CL groups have higher adjusted posttest mean scores”