ERIC Number: EJ1125750
Record Type: Journal
Publication Date: 2017-Jan
Abstractor: As Provided
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.
Descriptors: Chemistry, Science Instruction, Meta Analysis, Cooperative Learning, Scientific Concepts, Concept Formation, Teaching Methods, Student Evaluation, Evaluation Methods, Instructional Effectiveness, Secondary School Science, High Schools, College Science, Statistical Analysis
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: email@example.com; 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
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE1439776