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ERIC Number: EJ1125750
Record Type: Journal
Publication Date: 2017-Jan
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1756-1108
Impact of Instructional Decisions on the Effectiveness of Cooperative Learning in Chemistry through Meta-Analysis
Apugliese, Andrew; Lewis, Scott E.
Chemistry Education Research and Practice, v18 n1 p271-278 Jan 2017
Meta-analysis can provide a robust description of the impact of educational reforms and also offer an opportunity to explore the conditions where such reforms are more or less effective. This article describes a meta-analysis on the impact of cooperative learning on students' chemistry understanding. Modifiers in the meta-analysis are purposefully chosen to model instructors' decisions in implementing cooperative learning. Modifiers investigated include: using cooperative learning periodically or in every class period; setting a maximum group size at four or smaller versus five or larger; using closed-ended or open-ended assessments; and assessing a single topic or assessing the cumulative topics in the course. The results showed cooperative learning's effectiveness is robust across a wide range of instructional decisions except no evidence of effectiveness was found with cumulative assessments. The overall results from the meta-analysis provide a benchmark for evaluating future efforts to evaluate pedagogical interventions in chemistry.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Secondary Education; High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE1439776