A quantitative literature review of cooperative learning effects on high school and college chemistry achievement
A quantitative literature review of cooperative learning effects on high school and college chemistry achievement
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DOI：
10.1021/ed077p116
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发表时间：
2000-01-01
影响因子：
3
通讯作者：
Bowen, CW
中科院分区：
文献类型：
--
作者：
Bowen, CW
本文有两个目的。首先，读者给出了一个概述如何定量文献综述（元分析）可以进行教学治疗对特定学生的结果的定量影响的总体估计。第二个目的是说明这样一个文献综述是如何进行的，通过检查研究使用合作学习，在高中和大学水平的化学教学。这一分析扩展了先前报道的合作学习对大学水平的科学，数学，工程和技术（SMET）课程成绩的影响。分析表明，虽然传统课程的学生成绩中位数为第50个百分点，但合作学习环境中的学生成绩中位数高出14个百分点。
This paper has two purposes. First, the reader is given an overview on how quantitative literature reviews (meta-analyses) can be conducted to give overall estimates of the quantitative impact an instructional treatment has on a specific student outcome. The second purpose is to illustrate how such a literature review is carried out by examining studies on using cooperative learning to teach chemistry at the high school and college levels. This analysis extends earlier reported work on effects of cooperative learning on achievement in college-level science, mathematics, and engineering and technology (SMET) courses. The analysis shows that while median student performance in a traditional course is at the 50th percentile, the median student performance in a cooperative learning environment is 14 percentile points higher.