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The effects of cooperative learning strategies on mathematics achievement among middle-grades students a meta-analysis /

by Stoner, Dawn Alexandria

Abstract (Summary)
The purpose of this study was to examine the existing body of literature and through the use meta-analysis determine the effect of cooperative learning strategies on the mathematics achievement of middle-grades students, grades 4-8. A collection of 25 quantitative studies produced an effect size which indicated that cooperative learning strategies have a positive effect on the mathematics achievement of middle-grades students. Through correlational analysis, the current study examined relationships between the duration of the studies and effect size of the studies. Also examined was the duration of the studies and grade 4 and grade 8 NAEP mathematics proficiency scores for 2003. Correlation Tables as well as scatter plots for each correlation were provided for visual examination. Also examined were the location of the studies; the particular method of data analysis that each study used; and the dependent outcome measure of each of the studies. Conclusions and recommendations for further research were provided.
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School:The University of Georgia

School Location:USA - Georgia

Source Type:Master's Thesis

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