[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-603113-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-603113-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-effect-of-cooperative-learning-models-on-learning-outcomes-a-second-order-meta-analysis","The Effect of Cooperative Learning Models on Learning Outcomes - A Second-Order Meta-Analysis","","Cooperative learning is examined as an instructional model in which students support each other to improve learning. Drawing on 23 first-order meta-analyses conducted from 2010–2021 and combining 23 effect sizes via a second-order meta-analysis, the study analyzes moderating variables including teaching style, performance type, teaching level, research area, publication quality and bias, report type, and research location. Results show a moderate overall effect on student outcomes, with domain-dependent differences and location emerging as a key factor.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-effect-of-cooperative-learning-models-on-learning-outcomes-a-second-order-meta-analysis/603113/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-effect-of-cooperative-learning-models-on-learning-outcomes-a-second-order-meta-analysis/603113.png","ImageObject",300,407,{"name":42,"@type":43},"MrHarris58","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does cooperative learning mean in the study?","Question",{"text":63,"@type":64},"Cooperative learning is described as a learning model in which students support one another’s learning through cooperation. It emphasizes mutual participation and shared academic and social engagement.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted in terms of meta-analysis?",{"text":68,"@type":64},"The study used a second-order meta-analysis approach by combining effect sizes from 23 first-order meta-analysis studies covering 2010–2021. It synthesized findings to estimate an overall impact and examine moderators.",{"name":70,"@type":61,"acceptedAnswer":71},"Which moderators influenced the learning outcomes according to the results?",{"text":72,"@type":64},"Teaching style, performance types, teaching level, research area, publication quality, publication bias status, report types, and research location were considered. 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In the cooperative learning model, the education process has many advantages in terms of academic, social, psychological, measurement-evaluation, and economic aspects. In this study, which examines the effect of cooperative learning on students' learning outcomes, 23 first-order meta-analysis studies revealed the effects of cooperative learning modelbased teaching on students' learning outcomes between 2010-2021, and 23 effect sizes from these studies were combined with the second-order meta-analysis method. In the study, teaching style, performance types, teaching level, research area, publication quality, publication bias status, report types, and location where the research was conducted were considered moderator variables. As a result of the study, it was determined that the effect of cooperative learning models on student outcomes was moderate. It was also revealed that the levels of cooperative learning outcomes for different domains differ. It has been determined that cooperative learning is also an essential factor in student outcomes. In addition, this study determined that the location of the meta-analysis studies was an important factor in the average effect sizes. Suggestions were made in line with the results of the research.  \nKeywords: Cooperative learning, student outcomes, second-order meta-analysis  \nDOI: 10.29329/epasr.2023 .600.13  \nSubmitted: 10 May 2023 Accepted: 10 August 2023 Published: 30 September 2023  \n1 Assist. Prof. Dr., Faculty of Education, Bayburt University, Bayburt, Türkiye, ORCID: 0000-0003-1788-9208 Correspondence: [e-mail: bozturk@bayburt.edu.tr](e-mail: bozturk@bayburt.edu.tr)  \nIntroduction  \nIn recent years, studies in the field of education have revealed new information and principles regarding the learning phenomenon, which has led to the emergence of new paradigms. These new paradigms bring different perspectives to learning. These perspectives develop and mature over time and construct self-consistent learning theories. These theoretically accepted learning theories are put into practice with the help of various learning models, methods, techniques, and principles due to different reflections. One of the most popular of these learning approaches is active learning.  \nActive learning saves students from being passive observers and observers in the learning process and puts them at the center of the learning process (Kalem & Fer, 2003) . In this respect, active learning can be described as a learning process in which students can make decisions and self-regulate different aspects of learning. Students take responsibility for the learning process and are forced to use their mental skills during learning with complex instructional practices (Açıkgöz, 2014) . With active learning, students are provided to associate the knowledge they have acquired with what they already have. They are supported to produce solutions to the problems they encounter in daily life with what they have learned. Active learning, which supports students' decision-making and high-order thinking skills, also provides students with the opportunity to direct the learning process and be in cooperate (Açıkgöz, 2014; Bear, 2013; Kalem & Fer, 2003) . One of the essential learning models and approaches that allow active learning to be reflected in the learning process can be expressed as the cooperative learning model.  \nCooperative Learning Model  \nCooperative learning is a learning model that attracts more and more attention in many countries (Açıkgöz, 2014) . The most critical indicators are; the high number of studies on cooperative learning, the intensity of the activities carried out on the subject and the large number of participants in these activities. S","cbCaiv8RO75pAtHx","https://ap.wps.com/l/cbCaiv8RO75pAtHx","pdf",411624,24,"English","# Abstract\n# Introduction\n# Active Learning\n# Cooperative Learning Model","[{\"question\":\"What does cooperative learning mean in the study?\",\"answer\":\"Cooperative learning is described as a learning model in which students support one another’s learning through cooperation. It emphasizes mutual participation and shared academic and social engagement.\"},{\"question\":\"How was the research conducted in terms of meta-analysis?\",\"answer\":\"The study used a second-order meta-analysis approach by combining effect sizes from 23 first-order meta-analysis studies covering 2010–2021. It synthesized findings to estimate an overall impact and examine moderators.\"},{\"question\":\"Which moderators influenced the learning outcomes according to the results?\",\"answer\":\"Teaching style, performance types, teaching level, research area, publication quality, publication bias status, report types, and research location were considered. The study found research location to be an important factor in average effect sizes, and outcomes differed across domains.\"}]","The Effect of Cooperative Learning Models on Learning Outcomes - A Second-Order Meta-Analysis | PDF",1792095736]