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Cooperative learning was practiced the most in the study of mathematics by students in the USA and the least by students in both Japan and Korea that were not statistically significantly different in students' use of cooperative learning.
Approximately 18% of the variance in students' use of cooperative learning was attributable to countries.
For East Asian students, increased use of cooperative learning was significantly associated with improved mathematics performance; while for American students, increased use of cooperative learning was not significantly associated with improved mathematics performance.
Therefore, for students in the East Asian countries, increased use of cooperative learning was associated with improved mathematics performance, even though effect sizes were small.
Ironically, for American students who were stronger cooperative learners than their East Asian counterparts, increased use of cooperative learning was not associated with improved mathematics performance in the USA.
We note that if American students who were stronger cooperative learners than their East Asian peers (Table 1) did not differ much in their use of cooperative learning, a lack of the relationship between cooperative learning and mathematics performance could occur in the USA.
Similar(52)
Johnson and colleagues (2000), in their meta-analysis of 164 studies of cooperative-learning methods, have found out that there is solid evidence supporting the benefits of cooperative learning.
Applied Social Psychology, 4, 199-124.] mofel of cooperative learning.
To match with the implementation of cooperative learning 4.35.74.592 16.
To support sharing of cooperative learning outcomes 4.36.76.614 21.
The groups were assigned by the teachers according to standard principles of cooperative learning.
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