Principles and Practice of Structural Equation Modeling (2nd ed.)

1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings?

Problem statement: The purpose of this study was to determine the eff ect of cooperative learning on mathematics achievement and attitude to wards mathematics. Approach: This quasi- experimental study was carried out on two form one classes in Miri, Sarawak. One class (n = 44) was assigned as an experimental group and the other (n = 38) was assigned as a control group. The two groups were pre-tested prior the implementation. At the end of the study, post test was given, while daily quiz was used as a tool for formative testing . Teaching and learning process was carried out for two weeks. Data were analyzed using the t-test to d etermine performance by comparing the mean of the post test for treatment and control group. Results: The results of this study showed that cooperative learning methods improve students' achievement in mathematics and attitude towards mathematics. Conclusion: The researchers concluded that cooperative learnin g is an effective approach, which mathematics teachers need to incorporate in their t eaching.

The Effects of Cooperative Learning on Students' Mathematics Achievement and Attitude towards Mathematics

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Eurasia Journal of Mathematics, Science & Technology Education

This study was designed to compare the effects of Team Assisted Individualization (TAI) and Student Teams-Achievement Divisions (STAD) on fourth grade students’ academic achievement in and attitudes towards mathematics. Seven classes of a school were randomly selected for this experimental study. Two of these were given instruction through TAI; two through STAD, and the remaining three were treated as a control group. For the purpose of the data analysis regarding academic achievement, the 3 X 1 covariance analysis was used to compare the groups. As a result of this comparison, both the TAI and STAD methods were found to have positive effects (d = 1.003 for TAI and d = 0.40 for STAD) on students’ academic achievement in mathematics. The pairwise comparisons showed that the TAI method had a more significant effect than the STAD method. The scores for the attitude towards mathematics were analyzed by using non-parametric statistics. As a result of this analysis, no significant difference was observed regarding students’ attitudes towards mathematics.

The effects of cooperative learning on Turkish elementary students’ mathematics achievement and attitude towards mathematics using TAI and STAD methods

This 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. …

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

The aim of this study is to investigate the efficiency of cooperative learning on preschoolers’ verbal mathematics problem-solving abilities and to present the observational findings of the related processes and the teachers’ perspectives about the application of the program. Two experimental groups and one control group participated in the study. Results found that preschoolers in the experimental groups experienced larger improvements in their problem-solving abilities than those in the control group. Findings also revealed that the cooperative learning method can be successfully applied in teaching verbal mathematics problem-solving skills during the preschool period. The preschoolers’ skills regarding cooperation, sharing, listening to the speaker and fulfilling individual responsibilities in group work improved. The teachers’ points of view also supported these findings.

The effects of cooperative learning on preschoolers’ mathematics problem-solving ability

Jigsaw is a well‐known and frequently used technique in cooperative learning. As part of ongoing studies to develop the technique, this research concentrates on exploring its use with prospective elementary school teachers (PTs). In order to establish PTs' views regarding Jigsaw and its effective on their academic success a proficiency test and questionnaire were administered and observations were made. Eighty‐one PTs from the Elementary Education Department at Cukurova University attending a math teaching course (MTC) participated. Forty‐five of these participants were in the experimental group and 36 in the control group. Findings show that Jigsaw II had a positive effect (effect size = 1.06) on PTs' academic success as well as on their views regarding the technique itself.

The Effectiveness of Jigsaw II on Prospective Elementary School Teachers

In the present experimental study, the effects of the cooperative learning method supported by multiple intelligence theory (CLMI) on elementary school fourth grade students’ academic achievement and retention towards the mathematics course were investigated. The participants of the study were 150 students who were divided into two experimental (used CLMI) and two control groups (used traditional method). “Mathematics Achievement Test,” “Teele Inventory for Multiple Intelligences” and “Personal Information Form” were used as the measurement instruments of the study. The findings of this research have indicated that CLMI has a more significant effect on academic achievement than the traditional method. Yet, regarding the retention scores, CLMI has not significant effect on retention.

Kamuran Tarim

Papers

The effects of cooperative learning on Turkish elementary students’ mathematics achievement and attitude towards mathematics using TAI and STAD methods

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

The effects of cooperative learning on preschoolers’ mathematics problem-solving ability

The Effectiveness of Jigsaw II on Prospective Elementary School Teachers

The effects of the cooperative learning method supported by multiple intelligence theory on Turkish elementary students’ mathematics achievement