Online Archive of University of Virginia Scholarship
The effect of cooperative learning instruction on K-12 student learning: a meta-analysis of quantitative studies from 1998-2009319 views
Author
Igel, Charles C, Curry School of Education, University of Virginia
Advisors
Fan, Xitao, Curry School of Education, University of Virginia
Grissmer, David, CU-Leadshp, Fndns & Pol Studies, University of Virginia
Mintz, Susan, CU-Curr Instr & Sp Ed, University of Virginia
Pianta, Robert, Curry School of Education, University of Virginia
Abstract
Cooperative instruction is one of the most theoretically-grounded, popular, and misunderstood of the instructional strategies. Grounded within social-psychology and learning theory, properly specified cooperative instruction requires design elements such as positive interdependence and individual accountability that go beyond basic group-mediated instruction. Despite its popularity and a large corpus of literature, practitioners and researchers alike often confuse cooperative instruction with less stringent forms of group-mediated instruction. The present study clarifies this distinction, and meta-analyzes the results of twenty rigorous studies on the effect of cooperative interventions on K-12 student learning. The meta-analysis employs rigorous selection criteria to maintain internal validity and newly developed statistical adjustments to account for analytic errors found throughout much of the primary research base. Findings reveal a moderate overall effect (0.44) for cooperative interventions with differential estimates across a range of moderators. These finding are placed within the context of the larger corpus of research on cooperative learning and its implications for practitioners discussed.
Note: Abstract extracted from PDF file via OCR.
Degree
PHD (Doctor of Philosophy)
Language
English
Rights
All rights reserved (no additional license for public reuse)
Igel, Charles C. The effect of cooperative learning instruction on K-12 student learning: a meta-analysis of quantitative studies from 1998-2009. University of Virginia, Curry School of Education, PHD (Doctor of Philosophy), 2010-01-01, https://doi.org/10.18130/v3-s7he-1c95.
