The Effect of Cooperative Instruction on Learning Achievement: A Meta-Analysis of High-Fidelity Studies

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  In Poster Session: Learning and Motivation in Social and Cultural Contexts Poster Session 2

Abstract

Despite widespread use and the support of an expansive body of literature, cooperative instruction is often implemented without required elements designed to obviate the potential negative effects of group work. The present study clarifies the necessary elements for cooperative instruction and meta-analyzes the results from twenty-two high fidelity studies that utilize these required elements of positive interdependence and individual accountability. We synthesize the effect of cooperative instruction on academic learning among K-12 populations, and then examine the extent to which grade level, dosage, prior achievement, and intervention type moderates this effect. Results from the overall analysis are moderate relative to other instructional interventions (Hedge’s g = 0.44) with substantial differences across the range of examined moderators.

Author

• Charles Igel, Regis University