Abstract:

The objective of this study is to provide information to educational policy determiners, educators who play a role in teachers' education and training, by metanalysis of the influence of collaborative learning methods applied in high school sciences and mathematics courses in the context of education, in response to traditional learning, and by metanalysis of the influence of students' attitudes to class. The impact size of 33 studies according to the inclusion criteria was calculated. These impact sizes are calculated by data obtained from the applications in which a total of 3033 students participated. The findings clearly showed that collaborative learning is more positive on attitude than traditional learning. The size of the overall impact on attitude of collaborative learning is g = 0. It is 445 and this effect is close to the middle but small level class. This result means that collaborative learning according to traditional learning methods raises the student’s attitude to class in a positive direction to the 0.445 standard deviation. In the context of the educational policy, this result means that collaborative learning methods have a positive impact on attitude, but the potential impact of this effect on the policies followed in determining the methods and techniques of teaching is at a small level.

Abstract:

The main purpose of this study was to investigate and interpret the effectiveness of cooperative learning techniques in science and mathematics with comparision to the traditional learning on students’ attitude towards the course at middle school level meta-analytically in connection with educational policy so as to bring new results for policy makers and teacher training administrators. 33 effect sizes were revealed from 33 primary studies that are selected to be included in the meta-analysis based on the inclusion criteria. The effect sizes calculated by using the data gathered from the cooperative learning classes totally include 3033 students. Hedges g values used as the benchmark of effect size measurement in this study. The results clearly show that, cooperative learning is more effective on attitude when compared to traditional learning. The results indicate an overall small mean effect size of g = 0.445 for the effectiveness of cooperative learning on students’ attitude towards the course. This means that cooperative learning compared to the traditional learning, has increased the attitude of the students in positive manner by amount of 0.445 standard deviation. In the aspect of educational policy of teaching methods, cooperative learning is positively effective on attitude, but its probable effect on educational policy making is small. 

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