A Meta-analysis of a Cooperative Learning Models Effects on Student Achievement in Mathematics

This study synthesizes the mathematics achievement impacts observed in randomized studies of the Student Teams Achievement Divisions cooperative learning model. A total of 15 randomized studies were retrieved from the extant literature. Analyses of d= +0.16. Cohen’s d effect size estimates indicated an overall statistically significant positive effect of. Effect size estimates were also examined for between-class heterogeneity to ascertain whether there were differences in effects for younger children in elementary settings versus adolescent children in secondary settings. These analyses indicated that cooperative learning had a much stronger effect on student achievement for adolescent children than for younger children. Keywords: Meta- analysis, cooperative learning model, between-class.