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

By Gulfer Capar, Kamuran Tarım. 2015

138 citations recorded by the source corpus.

AbstractThis 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 isbirlikli ogrenme, kubasik ogrenme, isbirlikci ogrenme" 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.Keywords: Cooperative learning method * Mathematic achievement * Meta-analysis * Effect size * AttitudeIn contemporary society, cooperation between groups and within groups has become important in line with scientific and technological developments. It is impossible to run a school or a company without collaboration (Simsek, 2005). People and societies need to develop the behavior to work in collaboration with other people and countries. In our country, there are also attempts in various domains, particularly in education, to develop collaborative people. To practice the revised mathematics program, some of these collaborative principles have been adopted in education.One of these principles is "collaborative learning" (Delil & Gules, 2007). In collaborative classrooms, students are expected to discuss topics with each other, help and evaluate each other's knowledge, and compensate for each other's deficiencies (Acikgoz, 2003; Slavin, 1995).There has been a great deal of research on the efficacy of cooperative learning on mathematics achievement. Some of these studies have shown that the cooperative learning method has no effect on mathematics achievement (Altinsoy, 2007; Gomleksiz, 1997; Posluoglu, 2002; Tanisli, 2002), while others have shown a significant influence (Bonaparte, 1990; Bosfield, 2004; Karnasih, 1996; Nichols & Miller, 1994; Othman, 1996; Shupe, 2003; Spuler, 1993; Tarim, 2003; Ural, 2007; Unlu, 2008; Yildirim, 2006; Zenginobuz, 2005).Scientific studies related to cooperative learning have been increasing (Acikgoz, 2002). However, more comprehensive and reliable studies are required to evaluate this accumulated research to guide new research (Akgoz, Ercan, & Kan, 2004, p. 107; Safak, 2008). Meta-analyses on prior research has shown that the findings in the related field have generally agreed with each other, so some generalizations based on these past studies have been possible (Akcil, 1995; Hunter & Schmidt, 1990, pp. 35-39; Hedges & Olkin, 1985). According to Glass (1976), there are three types of data analysis: primary analysis, secondary analysis, and metaanalysis. A meta-analysis is a statistical method that combines the data of at least two studies. In addition, a meta-analysis has been defined as an analysis of analyses, and focuses on relational, experimental and semi-experimental studies, and the regression results using quantitative techniques (Dincer & Yavuz, 2013).PurposeThe main aim of this study is to use a meta-analysis to synthesize the results of the experimental studies that have investigated the effects of cooperative learning on academic achievement in mathematics and on attitudes towards mathematics, in comparison to traditional methods. …

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/dd400480b402f3f34f6c816f8fd67ee2bb7a6051