Romero, Christopher C., authorCobb, R. Brian, advisorKennedy, Paul, advisor2024-03-132024-03-132009https://hdl.handle.net/10217/237934A systematic review of 2,506 published and unpublished citations identified in a literature search on science outcomes associated with cooperative learning in secondary and early post-secondary science classrooms between 1995 and 2007 was conducted. The goal of this review was to determine what impact cooperative learning had on science achievement of students compared to traditional instruction. A tri-level screening and coding process was implemented and identified 30 original, empirical studies that met the inclusionary criteria while yielding an overall effect size estimate. The minimum methodological criteria for inclusion were as follows: (a) the study utilized a treatment/control design, (b) cooperative learning was the intervention, and the control group experienced traditional instruction, (c) the subjects in included studies were secondary or early-post-secondary students, (d) the study was performed in a science classroom, and (e) student achievement was the outcome measure. This meta-analysis describes the main effect of cooperative learning; additionally, a variety of moderator analyses were conducted in order to determine if particular study and participant characteristics influenced the effect of the intervention. The results of this review indicate that cooperative learning improves student achievement in science. The overall mean effect size was .308, a medium effect (Cohen, 1988). Moderator analyses on study participant characteristics gender and ability level were inconclusive based on the small number of studies in which data on these characteristics were disaggregated. If the intervention was structured in a particular fashion, the effect on student achievement was greater than that for an unstructured intervention. The intervention showed a greater effect on student achievement in biology classes than in other science disciplines. Studies performed using cluster randomized or quasi-experimental without subject matching methodologies showed a greater effect on student achievement in science than studies that used the quasi-experimental with subject matching methodology. Implications for teacher education policy and recommendations for improvements in methodological practices and reporting are given.born digitaldoctoral dissertationsengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.achievementcooperative learningmeta-analysissciencescience educationsecondary educationscience educationhigher educationcooperative learningsecondary school studentsTextPer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.