Evaluation of cooperative learning in science education: A mixed-meta method study

Abstract

The aim of this study is to reveal the effect of cooperative learning method in science education on academic achievement with mixed-meta method. For this purpose, various national and international databases were searched, and among 81 articles and 37 theses covering the period between 2001 and 2022, 46 articles and 31 theses that included pre-test-post-test data and included the statistical information required for experimental or quasi-experimental analysis were preferred for meta-analysis. The effect size of 77 studies included in the analysis was found to be g = 1.070 and it was seen that the cooperative learning method in science education had a positive and large effect on academic achievement. On the other hand, as a result of the meta-thematic analysis, it was determined that the cooperative learning method increased academic achievement due to the meaningful and permanent realisation of learning. In addition, thanks to the activities in which the student plays a central role, it is understood that it develops positive attitudes towards the science course depending on the results such as making the course enjoyable and fun, making it popular and interesting; it is effective in gaining 21st century skills such as creativity, communication and cooperation, productivity and entrepreneurship. It is thought that examining the effects of cooperative learning method in science education with mixed-meta method will contribute to the literature by providing comprehensive results on the subject.