The effect of cooperative learning on primary-elementary pre-service teachers’ academic achievement in Turkey: A systematic review

Year 2019, Volume: 5 Issue: 2, 122 - 141, 01.04.2019

Nevin Avcı Meral Aksu

https://doi.org/10.24289/ijsser.512133

Cited By: 1

Abstract

The aim of this study is to depict the
effect of Cooperative Learning (CL) on primary-elementary pre-service teachers’
academic achievement in Turkey in a systematic review. With respect to this
aim, as Turkey adopted Constructivism in education in 2005 which is the major
theory underlying CL, as a time span the search was confined to the literature
between 2005 and 2018. Major search data bases scanned were ULAKBİM, ERIC, Metulib,
MetUnique, J-STOR, Google Scholar, EPÖDER and DergiPark, tezYÖK (national
database for accessing theses). As a
result of this search, based on pre-determined criteria, twelve (13) studies
are included into the review. The themes emerging are as (a) comparison of
cooperative learning (CL) with traditional methods (TMs), (b) comparison of
different methods of CL, (d) Jigsaw as a CL method. As a result of the review,
CL is found to have a significant effect on primary-elementary pre-service
teachers’ academic achievement in Turkey.

Keywords

Cooperative learning, Academic achievement, Primary-elementary pre-service teachers, Systematic review

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