Using Cooperative Learning To Teach Chemistry: A Meta-analytic Review

A meta-analysis of recent quantitative studies that examine the effects of cooperative learning (CL) on achievement outcomes in chemistry is presented. Findings from 25 chemical education studies involving 3985 participants (N treatment = 1845; N control = 2140) and published since 2001 show positiv...

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Bibliographic Details
Published in:Journal of chemical education 2016-02, Vol.93 (2), p.248-255
Main Author: Warfa, Abdi-Rizak M
Format: Article
Language:English
Subjects:
Academic achievement
Chemical Education Research
Chemistry
Class Size
College Science
Cooperative Learning
Correlation
Effect Size
Geographic Location
Geographical locations
Heterogeneity
Instructional Program Divisions
Learning
Meta Analysis
Moderators
Organic chemistry
Quantitative analysis
Quantitative research
Science Achievement
Science education
Science Instruction
Space
Statistical Analysis
Teaching Methods
Undergraduate Study
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