Abstract:

The main purpose of this study was to investigate and interpret the effectiveness of cooperative learning in middle grade science and mathematics classes with comparison to the traditional learning on students' achievement at middle school level meta-analytically. Through the analyses, 56 effect sizes for achievement were revealed from 56 primary studies. The primary studies 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 5807 students. Hedges g values used as the benchmark of effect you measurement in the study. The results clearly show that cooperative learning is more effective on achievement when compared to traditional learning methods. The results indicate an overall small average effect size of g = 0.470 for the effectiveness of cooperative learning on achievement. This means that cooperative learning compared to traditional learning, has increased the achievement of the students by amount of 0.470 standard deviation. The effect you calculated from articles due to publication type is relatively higher than those calculated from theses. The effect you due to subject showed that both subject of mathematics and science have similar effect you. Providing by adequate number of studies, students teams and achievement divisions technical is more effective on achievement than the other cooperative learning techniques in the study. Effect you is getting to be greater as the group you increases. And also, as the length of treatment time increases the effect you increases as well.

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