Small-Group Learning Versus Lecture-Based Instruction in Mathematics College Classrooms: A Meta-Analysis

• In Event: Roundtable Session 118
  In Roundtable Session: Effective Mathematics Teaching: Is There a Best Approach?

Abstract

Organizations such as the American Mathematical Society, Mathematical Association of America, American National Council of Teachers of Mathematics, and Mathematical Sciences Education Board have been calling for educational reforms and improvements in mathematics education. The objectives of the present meta-analytic study are to: (1) Conduct a literature search to locate the primary studies examining the effectiveness of small-group learning methods compared to lecture-based instruction or individualized instruction in mathematics undergraduate; and (2) Use HLM meta-analysis to: a) assess the effectiveness of small-group learning method and b) explain the variability in the effectiveness of small-group learning methods. Results suggest that various small-group learning pedagogies are more effective in improving students’ academic achievement than the traditional lecture-based instruction in mathematics college classrooms.

Authors

• Rafa M. Kasim, No affiliation

• Sema A. Kalaian, Eastern Michigan University