You are cordially invited to join us for the
School of Mathematical Sciences
School Seminar
Wednesday, February 22, 2006
3:35 – 4:25 p.m.
Ross 2238 (Conference Room)
Paul Kennedy and Jerry Overmyer, Colorado State University
A Meta-Analysis of Recent Literature on the Effects of Cooperative Learning on Achievement in Undergraduate Mathematics
A comprehensive meta-analysis from 1999, by Springer, Stanne and Donovan, synthesized cooperative learning research in undergraduate mathematics from 1980 to 1996, and showed a moderate positive achievement effect size for students exposed to cooperative learning interventions. A large positive effects size was shown for African-American and Latino students.   This meta-analysis reviews the current literature on cooperative learning in undergraduate mathematics and computes effect sizes for the various interventions and an overall effect size. Additionally, effect sizes for underrepresented minority students in undergraduate mathematics are reported to be higher than for the whole group, a finding that is consistent with earlier research.