Research on Education and Psychology

Yazarlar: Füsun Gülderen ALACAPINAR, Hatice UYSAL

Konular:Eğitim, Bilimsel Disiplinler

Anahtar Kelimeler:Affective domain,Cognitive domain,Cooperative learning,Effect value,Psychomotor domain

Özet: The present study examines through meta-analysis method academic theses of experimental model and with pre/post-test control groups related to cooperative learning conducted in the period 2018-2020 and accepted by universities in Turkey. The meta-analysis covers 5 doctoral dissertations and 26 post-graduate theses that are commensurate with the problematic of the study and have sufficient statistical data. Operational effectiveness meta-analysis was used in the study. The analysis covered the effects of cooperative learning method on students’ scores in cognitive (achievement), affective (attitude) and psychomotor skills. Meta-analysis conducted shows that the effect size of cooperative learning related to students’ cognitive domain scores is 1.213, 0.504 in affective domain, and 0.714 in psychomotor domain. These values obtained from meta-analysis suggest that the effect size is large when cognitive domain is concerned and medium in the case of affective domain. According to findings, the significance level of the effect of cooperative learning in class teaching is large when cognitive domain scores are concerned and medium in the case of affective domain. The effect is not significant in the case of psychomotor domain.

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